Transcript A Perspective on RTI - Neuhaus Education Center

A Perspective on RTI
Dr. Mary E. Dahlgren
Some Background Information
History
Public Law 94-142 - ensure all students with a
handicap would have equal access to a public
education, 1975
First major theme - finding and identifying
any students who had been denied access
to public education
Categorical labels - SLD, SED, MR, SL,
DF, DB, VI, OI, OHI, AUT, TBI, MULTI,HI
Background cont’d
Second major theme - parent consent for
assessment and placement, adherence to
assessment timelines, creation of IEPs, and
regular reviews of placement status.
Critical Documentation - referral forms,
consent forms, placement permissions, IEPs
25 - 30 years
Procedural safeguards were put in place to
monitor the system developed and delivered
based on entitlement, categorical structures,
and rigid adherence to these items.
SPED Statistics
60% of all students in special education are those with
specific learning disabilities
Up to 80% of SLD students are there because they
haven’t learned to read
Students in SPED :
have less exposure to regular ed. curricula and have fewer regular
ed. friends
Academic achievement is not better than like, non-identified peers
More about Special Ed.
Few students in SPED ever close the
achievement gap, even fewer exit.
Placement in SPED is a life altering event.
President’s Commission on Excellence in SPED (2002)
What about student outcomes?
Behavioral or academic?
Assessment system to monitor progress?
United States
Department of Education
Focus
incident rates by disability category
graduation rates
placements by race and gender, etc.
Impact on Our Education System
Ballooning enrollments in SPED
Narrowing of expectations of student
performance
25+ years later
Refer, Test, Place
Could we do a better job?
Are students receiving high quality
instruction?
Can the emphasis shift to ensure students
have received effective interventions prior to
any categorical identification?
Efficacy of SPED
Despite the push for the popularized PreReferral concept of the 1980’s, resulting
interventions have failed to reduce the number
of students identified for services. Further,
there is essentially no empirical evidence that
most pre-referral processes resulted in better
outcomes for students.
Who Needs SPED Services?
Students who require major resources to
sustain progress
Students who show progress but will not be
able to close the gap with their peers, no
matter the intensity or frequency of the
intervention
Why Response to Intervention?
All we have is the 2% of children’s lifetimes to
give them reading skills that will impact them
for the remaining 98% of their lives!
What is RTI?
It is a problem-solving service delivery system.
It is an assessment and intervention process
for systematically monitoring student progress
and making decisions about the need for
instructional modifications or increasingly
intensified services using progress monitoring
data.
How Does it Work?
•
RTI is implemented in general education settings.
•
RTI provides the following information about a
student:
•
Indication of the student’s skill level relative to peers or a
criterion benchmark.
•
Success or lack of success of particular interventions.
•
Sense of the intensity of instructional supports that will
be necessary for the student to achieve at a proficient
level.
RTI is Not..
•
RTI is not a method of identification in and of
itself; it is a framework of delivering
services to kids.
FOCus
RTI is about:
Being student focused.
Delivering services to KIDS!
RTI, the Answer?
Knowledge base
Skill
Service delivery system
Effective instruction
Progress monitoring to determine if changes
are necessary
State RTI Initiatives
•
Response to Intervention (Some parts of CA, SC,
FL)
•
Problem Solving Model (MN, IA, MI)
•
Instructional Support Team
(PA)
•
Student Success Team (Long Beach, CA)
•
Three (3) Tiers of Instruction
(WA)
•
Three (3) Tier RTI (AZ)
State RTI Initiatives
•
Three (3) Tier reading model (TX, UT)
•
Multi-tiered model of support (KS)
•
Ohio’s Integrated Systems Model OISM
(OH)
•
School-wide RTI (MI)
•
ASPIRE (IL)