Transcript Response to Intervention

Response to Intervention
In North Carolina
Implementation of a Problem Solving
Model
Exceptional Children Division
NC Department of Public Instruction
• RTI = PSM + CBM
• SST
What is the definition of a Specific
Learning Disability
• For the purpose of special education
services, students classified as learning
disabled are those who, after receiving
instructional intervention in the regular
education setting, have a substantial
discrepancy between ability and
achievement.
What are the challenges and
criticisms of the IQ Discrepancy
Model?
• Use of the IQ Discrepancy Model often
results in the wrong students being
identified for special education and many
who need help are excluded
• Requires that students wait to fail before
receiving needed special education
services
• Evaluation, as it currently exists, has little
instructional utility
Reauthorization of Individuals with
Disabilities Education Act (“IDEA”)
– December 2004
• The LEA shall not be required to take into
consideration whether a child has a severe
discrepancy between achievement and
intellectual ability
• In determining whether a child has a specific
learning disability, a LEA may use a process
which determines if a child responds to a
scientific, research based intervention”
What is Response to Intervention?
• Response to Intervention is …
the effect of the implementation of
research-based intervention
provided with the intent of
addressing a need of a struggling
student
Fundamental Principles of RTI
High quality instruction
(Requires application of research-based
practices/interventions)
Frequent Assessment
(Requires data collection that is immediate, frequent,
and specific to a defined problem)
Data-based decision making
(data is used to inform instruction)
Response to Intervention is also:
…a focus on intervention rather than on what is
wrong with the child
… a focus on the solution rather than the problem
… a focus on addressing the needs of all students
having difficulty, not just those with labels
… a focus on positive outcomes for all students
… a focus on all educators being responsible for
all children
“The NC Problem Solving
Model”
Fundamentals of a ProblemSolving process
• Identifying and analyzing the problem,
including the collection of baseline data
• Generating possible strategies or
interventions
• Implementing the intervention plan
• Monitoring student progress to determine
success
• Evaluating, reviewing, and revising the
plan
Amount of Resources Needed to Solve Problem
Where we started…
Level II
Consultation
With Other
Resources
Level I
Consultation
Between
Teachers-Parents
Intensity of Problem
Level IV
IEP
Consideration
Level III
Consultation with
the Problem Solving
Action Team
Evaluate
Define the problem
Implement Plan
Develop a Plan
If we believe that a School-Wide
System of Support for student
achievement should look like this:
Intensive Intervention 5%
Strategic Interventions
15%
Core
Curriculum
80%
Where we are going…..
Amount of Resources Needed to Solve Problem
North Carolina Problem Solving
Approach
Level II
Consultation
With Other
Resources
Level I
Consultation
Between
Teachers-Parents
Level IV
Entitlement
Consideration
Level III
Consultation with
the Problem Solving
Action Team
Intensive
Strategic
Benchmark
Intensity of Problem
Progress Monitoring with
Curriculum Based Measurement
(“CBM”)
• Data collection tools derived directly from the curriculum
that student is expected to learn
• Studies have shown that CBM aids teachers in
generating superior student achievement regardless of
whether the students are identified as learning disabled,
low achieving, or achieving in the average range (Fuchs
et al., 1994)
• Improved communication among school staff and
between school staff and parents
• CBM provides data that clearly, simply, and meaningfully
relate to educational decisions (Deno, 1985)
How does this initiative
“fit” with No Child Left
Behind?
RTI, NCLB, and IDEIA
• NCLB and IDEIA both require evidence based practices
• NCLB requires that states submit evidence of how they
will instruct and assess student reading across the five
domains identified by the NRP
• NCLB requires a three tier prevention model: primary,
secondary, tertiary
• IDEIA calls for:
– A requirement for the use of scientifically based reading
instruction
– Evaluation of how well a student responds to intervention
– An emphasis on the role of data for decision making
• (Brown-Chidsey, R. & Steege, M., 2005)
Final Thoughts
•
The RTI/PS Model meets
requirements of the law (NCLB
and IDEIA)
•
The RTI/PS Model is a model that
doesn’t wait until children fail
•
The RTI/PS Model is an “all
children” initiative – every child
gets help
•
The RTI/PS Model is a way to
address disproportionality
•
The RTI/PS Model is a way to
increase AYP
Final Thoughts
•
The RTI/PS Model is a way to
gather and use instructionally
relevant information
•
The RTI/PS Model is a model that
utilizes the expertise of many
disciplines (reg ed., spec ed.,
psychology, sp/lang, etc.)
•
The RTI/PS Model offers the
opportunity to do something good
for children
•
The RTI/PS Model is a focus on
ensuring all children learn and
have that opportunity within the
regular class environment
Resources
• http://www.ncpublicschools.org/ec/exceptionality/learning
/intervention/
• http://www.nrcld.org/research/rti.shtml
• http://www.wested.org/nerrc/rti.htm
• http://www.interventioncentral.org/
• http://www.w-w-c.org/
“Behavior change is like a kaleidoscope:
Once the tube is turned even a fraction of an
inch, the entire pattern changes.”
-John Maag
Questions