Transcript Continuous Improvement of Instruction

“Empowering each student to succeed in life”
Response to Instruction
and Intervention
2
RtI
“Empowering each student to succeed in life”
Because All Means All
“Empowering each student to succeed in life”
Explicit Direct Instruction
“Empowering each student to succeed in life”
Intensive
Strategic
Benchmark
Core / Advanced
Explicit Direct Instruction
“Empowering each student to succeed in life”
Intensive:
Who: Sp Education staff
Whom: Non-responders to Tier III interventions,
Parent request for services
What: Intervention materials that are state adopted/approved
materials that are research based, highly valid and highly reliable
Where: Resource Room
Why: Support deficits in reading & math / collect data
How: Obtain baseline – draw an aim line – look at rate of improvement,
progress monitor with AIMSWEB weekly
Time: 20-30 minutes per day
Strategic:
Who: Paraprofessional supervised by credentialed teacher
(API Coach, Resource Specialist)
Whom: FBB on CSTs/Strategic & Intensive on DPA / SBRC
What: Intervention materials that are state adopted/approved
materials that are research based, highly valid and highly reliable
Where: Outside the regular classroom - pullout
Why: Progress monitoring data (AIMSWEB)
How: Obtain baseline – draw an aim line – look at rate of improvement,
progress monitor with AIMSWEB monthly
Time: 30 min per day
Benchmark:
Who: Classroom Teacher
Whom: Students experiencing temporary difficulties
What: Adopted core curriculum support materials
Where: Regular classroom
Why: Observational progress monitoring
How: Observational progress monitoring
Time: Fluid – based on on-going progress monitoring
Core/Advanced:
Who: Classroom Teacher
Whom: All Students
What: State Adopted Standards Based English Language Arts
and Mathematics Core
Where: General Education Classroom
Why: Observational data
How: Observation & progress monitoring
Time: State recommended time K- 1 hour / 1st-3rd- 2.5 hours / 4th-6th – 2 hours
Why RtI²?
RtI embedded in NCLB and IDEA 2001
• Student outcomes
• Use of evidence-based instruction/interventions
• Data-driven accountability
• Highly qualified teachers
NCLB (ESEA) and Title 1
•
Ensuring that high-quality academic assessments, accountability systems, teacher preparation
and training, curriculum, and instructional materials are aligned with challenging State academic
standards so the students, teachers, and administrators can measure progress against common
expectation for student academic achievement.
•
Improving and strengthening accountability, teaching, and learning by using State assessment
systems designed to ensure that students are meeting challenging State achievement standards
and content standards and increasing achievement overall, but especially for the disadvantaged.
•
Promoting school wide reform and ensuring the access of children to effective, scientifically based
instructional strategies and challenging academic content.
Response to Instruction and Intervention
(RtI2)
Guiding Principles
• RtI2 is a function of general education.
• RtI2 is a framework and not a specific procedure.
• Data should guide decisions regarding core,
supplemental and comprehensive
instruction/interventions.
“Empowering each student to succeed in life”
Response to Instruction and Intervention
(RtI2)
Guiding Principles
• Interventions and supports must be provided
within a multi-tiered framework of increasing
intensity.
• Tier III and Tier IV interventions take place outside
the general education classroom.
• Special education teachers will focus on students
with disabilities and students with the most
intensive academic and behavioral needs.
“Empowering each student to succeed in life”
DUSD Response to Instruction and
Intervention (RtI2)
Guiding Principles
• Intervention materials will be state
adopted/approved materials that are research
based, highly valid and highly reliable.
• Students in Tier III and Tier IV interventions will be
monitored with a progress monitoring tool.
• A system is in place in which there is focused
communication around student data between API
coach, teacher and interventionist that occurs at
least monthly.
“Empowering each student to succeed in life”
Number of Students Served in
Intervention
700
613
589
600
542
535
500
437
400
349
300
200
100
145
153
150
72
69
0
Enrolled
“Empowering each student to succeed in life”
130
Intervention
“Empowering each student to succeed in life”
SLD Identification from 2001 - 2009
30
28
25
25
23
23
20
15
Initial Referrals
10
5
5
2
2
2007-2008
2008-2009
1
0
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
XXXXXXXXXXXXX
Students Identified with a Specific Learning Disability
Kindergarten, 0, 0%
First , 0,
0%
Second,
0, 0%
Third, 8, 1%
Fourth, 5, 3%
Twelfth, 22, 15%
Fifth, 10, 7%
Sixth, 11, 8%
Eleventh, 21, 15%
Seventh, 15, 10%
141/242 special
education students
identified with SLD
(58%). 75/141 are in
HS
Tenth, 14, 10%
Eighth, 17, 12%
Ninth, 18, 12%
“Empowering each student to succeed in life”
Section 504
MAJ0R NEW DEVELOPMENTS FOR
REGULAR AND PECIAL EDUCATION
STUDENTS
Section 504 of the Rehabilitation Act
• Civil right law designed to eliminate
discrimination on the basis of disability in
any program receiving Federal financial
assistance
• Guarantees disabled students the
provision of appropriate education
services
34 C.F.R. § 104
“No otherwise qualified individual with a
disability in the United States…shall, soley
by reason of her or his disability, be
excluded from participation in, be denied
the benefits of, or be subjected to
discrimination under any program or
activity receiving Federal financial
assistance.”
ADA and 504
• Sutton v. United Airlines (1999)
– Mitigating factors considered when evaluating
if a person has a “substantial limitation”
• Toyota v. Williams (2002)
– Severely restricted an individual from
engaging in activites of central importance
and impairment was permanent or long term.
ADA Amendments Act (ADAAA)
• Effective 1/1/09
• U.S. Supreme Court rejected a series of
U.S. Supreme Court decision, the new law
is intended to reinstate the broad scope of
protection for individuals with disabilities.
504 Implications
• Requires disability determination to be
made without considering mitigating
measures
– E.g., medication medical supplies, appliances,
low-vision devices, prosthetics, hearing aids
and mobility devices.
Section 504 - Expansion
• Clarifies that “substantially limits” does not
mean “significantly restricts.”
• Impairment that limits one major life
function need not limit other major life
activities in order to be considered a
disability.
• Impairment that is episodic or in remission
is a disability if it would substantially limit a
major life activity when active.
504- Expansion
• Broadens the definition and coverage of
“disability” under ADA and the
Rehabilitation Act
• Ensures that individual who compensate
for their disabilities are protected from
discrimination.
ADAAA revisions
THE BIG 4
• CONCENTRATING
• THINKING
• LEARNING
• READING
ADAAA Revision (con’t)
•
•
•
•
•
Seeing
Eating
Hearing
Walking
Sleeping
•
•
•
•
•
Digestive functions
Bladder functions
Bowel functions
Caring for oneself
Performing manual
tasks
504 and IDEA
• Child Find Obligations
• Different standards of FAPE
– Section 504, unlike the IDEA, “requires a
comparison between the treatment of
disabled and nondisabled children, rather
than simply requiring a certain level of
services for each disabled child.”
–
Mark H. v. Lemahieu (9th Cir. 2008) 513 F.3d 922)
IMPLICATIONS
1. RTI must be an option. The federal
regulations require the state criteria to
permit the use of a “process based on the
child’s response to scientific researchbased intervention.” The commentary
reflects s preference for RTI.
(20 U.S.C. § 1414(b)(6); C.F.R. § 300.307 (a) (2); Fed. Reg. 46646-46648
State Performance Plan Indicators
IDEA as amended in 2004 requires that states
make determinations of local district
performance in their provision of special
education and related services.
SELPAs are required to monitor district
compliance and provide technical assistance as
needed (AB 1200)
2010-2011 – Shasta County SESR
Types of Indicators
Compliance Indicators
Indicator 9: Overall Disproportionality
Indicator 10: Disproportionality by
Disability
Indicator 11: Initial Evaluation
Indicator 12: Transition from Part C to
Part B
Timely Correction of Noncompliance
Timely and Complete Reporting
Indicators: 15, 16, 17, 20
RESULTS INDICATORS
Indicator 1: Graduation
Indicator 2: Dropout
Indicator 3: Statewide Assessments
Indicator 5: Least Restrictive
Environment
Indicator 6: Preschool Least
Restrictive Environment
Indicator 8: Parent Involvement
Indicator 14: Post-school Outcomes
Indicator 18: Hearing Requests
Indicator 19: Mediation Agreements
Think It Through…
What goals are guiding your school’s plans
and actions right now? Are they
consistent with your mission and vision?
Are they SMART?
….a take away
Change is powerful and motivating. Each
professional must watch for meaningful
changes in the discipline, evaluate those
changes and adapt when appropriate.