MI draft of IDEIA 2004 (Nov 2009)

WHAT HAS CHANGED?

How LD is identified: Discrepancy model strongly discouraged Response To Instruction/Intervention (RTI)

strongly encouraged Patterns of Strength and Weakness (PSW)

strongly encouraged if RTI is not in place

The state is simply giving districts time to get a

full RTI model in place by offering PSW

Major Changes WithRTI / PSW

Requirement of research based instructional strategies and scientific, research based interventions

Requirement of universal screening assessment and progress monitoring of instructional / intervention effectiveness System must be in place for reliable and valid

measures to assess instruction and intervention prior to SE

Instructional / intervention effectiveness data must be available prior to referral for Special Education

Benefits of RTI / PSW

Special ed has historically been responding to failure

More inclusive and immediate response to all student needs

Preventative: the identification of at-risk students allows intervention prior to significant learning gaps

Increase student achievement for a broader range of students (not just SE)

additional personnel not required Reallocation of roles and resources required

Without RTI / PSW

28% of all students within special education are Learning Disabled

Students will not qualify for Special Education with a Learning Disability without the full implementation of a RTI or PSW model in place (Fall 2010).

Is FPS Ready for RTI?

Do we have research based interventions at Tier I, Tier II, and Tier III levels for: Reading Fluency Basic Reading Skills

Reading Comprehension Math Calculations

Math Reasoning Written Expression

Listening Comprehension Oral Expression

Do we have research based instructional strategies with data to support effectiveness for individual “At-Risk” students? Reading Fluency Basic Reading Skills

Reading Comprehension Math Calculations

Math Reasoning Written Expression

Listening Comprehension Oral Expression

Probably not, so for now default model is PSW

Pattern of Strengths and Weaknesses

We are required to use PSW, so here’s the Key Components that we need to know:

1. Universal screening assessments

2. Individualized research based instructional strategies and interventions

3. Progress monitoring assessments

4. Problem solving teams to evaluate individualized instructional strategies and interventions

Universal Screening Assessments

Universally administered (3 times per year: fall, winter, spring)

Benefits: Establish local norms Measure instructional effectiveness Quick and easy

Has a clear cutoff criteria / benchmark to direct intervention At-risk students = <20% Identified students move to problem solving team to identify

appropriate intervention and instructional strategies “reasonable” reliability and validity to identify students at-risk

(r > .70)

Progress Monitoring Assessments

Used only for At-Risk students

Purpose is to inform instruction and measure the effectiveness of your intervention

Change instruction and intervention if data indicates the need

Assessment data collected frequently (2x per week up to monthly) for progress monitoring for at-risk students

Extremely sensitive to small changes in student achievement

High degree of reliability and validity (r > .85)

Research Based Instructional Strategies & Interventions

§9101(37) of ESEA: Scientifically based research involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.

Strategies and Interventions implemented within and outside of the classroom, individualized for the At-Risk student

Fidelity - Strategies and Interventions must be implemented exactly as they were designed to ensure the Strategy and Intervention has had an impact.

Problem solving teams must continually consult and follow-up on Strategy and Intervention progress.

Research Based Instructional Strategies & Interventions

Problem Solving Teams to EvaluateInstructional Strategies & Interventions

Team specifically narrows down the problem to a skill deficit that can be targeted with an individualized intervention and strategy.

Team matches intervention to a skill deficit identified through additional assessment data:

Functional academic assessment, instructional assessment, etc.

Core function of the problem solving team is to monitor the fidelity of instructional strategies and evidence based interventions

Fidelity means: Interventions and instructional strategies are

implemented as they were designed within the problem solving model

Problem Solving Teams to EvaluateInstructional Strategies & Interventions

How to action stepsStudent Support Team & teacher reviews screening data & identifies instructional strategies / group intervention for Daisy

Daisy participates in the general classroom

instruction

Daisy isn’tdoing well

Student Support Team & teacher reviews screening

data & identifies instructional strategies / group intervention

for Daisy

Daisy improves

Daisy doesn’t improve

Determined by progress monitoring data

Change strategies / group intervention

Student Support Team & teacher designs

individual intervention

Resumes general

instruction

Daisy improves

Daisy doesn’t improve

Determined by progress monitoring data

Change individual

intervention

Special Education referral is initiatedParents Notified

Intervention is so intense, LD is suspected

Improvement is good and

other factors are suspected

as cause

Continue intervention for another cycle &

monitor progress