responsiveness to intervention
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Responsiveness-To-Intervention: Responsiveness-To-Intervention: A New Method of Identifying A New Method of Identifying
Students with DisabilitiesStudents with Disabilities
Responsiveness-To-Intervention: Responsiveness-To-Intervention: A New Method of Identifying A New Method of Identifying
Students with DisabilitiesStudents with Disabilities
Douglas Fuchs, Lynn Fuchs, Donald Compton and Joan Bryant
Peabody College, Vanderbilt Universityand
National Research Center on Learning Disabilities
www.nrcld.org
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Criticisms of Current Learning Criticisms of Current Learning Disabilities DefinitionDisabilities Definition
Criticisms of Current Learning Criticisms of Current Learning Disabilities DefinitionDisabilities Definition
Too many children are inappropriately identified
Many children are classified as LD without participating in effective reading instruction in the regular classroom
Too costly
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Criticisms of IQ-Achievement Criticisms of IQ-Achievement DiscrepancyDiscrepancy
Criticisms of IQ-Achievement Criticisms of IQ-Achievement DiscrepancyDiscrepancy
IQ tests do not necessarily measure intelligence IQ and academic achievement are not
independent of each other In the case of word reading skill deficits, IQ-
achievement discrepant poor readers are more alike than different from IQ-achievement consistent poor readers
Children must fail before they can be identified with a learning disability
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OSEP LD InitiativeOSEP LD Initiative
WorkgroupWorkgroup Commissioned papersCommissioned papers LD SummitLD Summit Researcher RoundtableResearcher Roundtable Finding Common Ground RoundtableFinding Common Ground Roundtable Funding the National Research Center on Funding the National Research Center on
Learning Disabilities (NRCLD)Learning Disabilities (NRCLD) Work with RRCsWork with RRCs
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Researcher RoundtableResearcher Roundtable
Response To Intervention:Response To Intervention: There should be alternate ways to identify individuals with There should be alternate ways to identify individuals with
SLD in addition to achievement testing, history, and SLD in addition to achievement testing, history, and observations of the child. Response to quality intervention is observations of the child. Response to quality intervention is the most promising method of alternate identification and can the most promising method of alternate identification and can both promote effective practices in schools and help to close both promote effective practices in schools and help to close the gap between identification and treatment. Any effort to the gap between identification and treatment. Any effort to scale up response to intervention should be based on problem scale up response to intervention should be based on problem solving models that use progress monitoring to gauge the solving models that use progress monitoring to gauge the intensity of intervention in relation to the student’s response to intensity of intervention in relation to the student’s response to intervention. Problem solving models have been shown to be intervention. Problem solving models have been shown to be effective in public school settings and in research.effective in public school settings and in research.
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What is the Responsiveness To Intervention What is the Responsiveness To Intervention Approach to Identification?Approach to Identification?
What is the Responsiveness To Intervention What is the Responsiveness To Intervention Approach to Identification?Approach to Identification?
Many (all?) children in a class, school, or district are tested by one-point-in-time test administration or by repeated measurement in a circumscribed period.
“At-risk” students are identified for intervention on the basis of their performance level or growth rate or both.
Intervention is implemented and students are tested following, or throughout, the intervention period.
Those who do not respond (“treatment resisters”) are identified as requiring:
─ Multi-disciplinary team evaluation for possible disability certification and special education placement, OR
─ More intensive intervention(s).
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
Intensive Needs
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
SUPPORT
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Advantages of Advantages of Responsiveness-To-Intervention ApproachResponsiveness-To-Intervention Approach
Advantages of Advantages of Responsiveness-To-Intervention ApproachResponsiveness-To-Intervention Approach
Provides assistance to needy children in timely fashion. It is NOT a wait-to-fail model.
Helps ensure that the student’s poor academic performance is not due to poor instruction.
Assessment data are collected to inform the teacher and improve instruction. Assessments and interventions are closely linked.
In some responsiveness-to-intervention models (e.g., Heartland, IA; Minneapolis, MN; Horry Co., SC), nonresponders are not given labels, which are presumed to stigmatize and to represent disability categories (e.g., LD, BD, MR) that have little instructional validity.
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ResearchResearch− State of statesState of states− Identification methodsIdentification methods
Technical AssistanceTechnical Assistance RRC WorkRRC Work www.nrcld.orgwww.nrcld.org
National Research Center on National Research Center on Learning DisabilitiesLearning Disabilities
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A Work in ProgressA Work in ProgressOperationalizing the Operationalizing the Standard Standard Treatment Protocol Approach To Treatment Protocol Approach To Responsiveness-To-InterventionResponsiveness-To-Intervention
A Work in ProgressA Work in ProgressOperationalizing the Operationalizing the Standard Standard Treatment Protocol Approach To Treatment Protocol Approach To Responsiveness-To-InterventionResponsiveness-To-Intervention
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Four Step ProcessFour Step ProcessFour Step ProcessFour Step Process Step 1: Screening (Responsibility: General
Education and Special Education)
Step 2a: Implementing General Education (Tier 1; Responsibility: General Education)
Step 2b: Monitoring Responsiveness to General Education (Responsibility: General Education and Special Education)
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Four Step Process (continued)Four Step Process (continued)
Step 3a: Implementing a Supplementary, Diagnostic Instructional Trial (Tier 2; (Responsibility: General Education and Special Education)
Step 3b: Monitoring Responsiveness to a Supplementary, Diagnostic Instructional Trial (Tier 2; Responsibility: General Education and Special Education)
Step 4: Designation of Disability, Classification of Disability, and Special Education Placement (Responsibility: Special Education)
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What does this look like?What does this look like?
Case StudiesCase Studies
What does this look like?What does this look like?
Case StudiesCase Studies
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Frequently Asked Questions Frequently Asked Questions
Will this process delay identification? Will this process delay identification? Does each child have to go through RTI or can Does each child have to go through RTI or can
a child have a traditional assessment? a child have a traditional assessment? What will be required for professional What will be required for professional
development? development? Who is responsibility for the various activities Who is responsibility for the various activities
required to implement RTI as a method of LD required to implement RTI as a method of LD identification? identification?
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Frequently Asked Questions Frequently Asked Questions (continued)(continued)
How long will the Step 4 evaluation be and what How long will the Step 4 evaluation be and what professional is likely to give the Step 4 assessment? professional is likely to give the Step 4 assessment?
What proportion of students is likely to be identified What proportion of students is likely to be identified as at risk (for Tier 1 monitoring) and for the Tier 2 as at risk (for Tier 1 monitoring) and for the Tier 2 diagnostic trial? diagnostic trial?
Are there schools currently implementing RTI as a Are there schools currently implementing RTI as a method of LD identification and, if so, how can I find method of LD identification and, if so, how can I find learn more about their methods? learn more about their methods?
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QuestionsQuestions
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Special-ed-like instruction Special-ed-like instruction MacMaster/FuchsMacMaster/Fuchs
Immediate corrective feedbackImmediate corrective feedback Mastery of content before moving on Mastery of content before moving on More time on difficult activitiesMore time on difficult activities More opportunities to respondMore opportunities to respond Fewer transitionsFewer transitions Setting goals and self monitoringSetting goals and self monitoring Special relationship with tutorSpecial relationship with tutor
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