“Sorting Out Response to

Intervention”Nassau Association of District

Curriculum Officials

February 26, 2009February 26, 2009

Presented by Arlene B. CrandallABCD Consulting, Inc.(631) – 698-2792

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The Future Reauthorization of IDEA is

introducing the idea of Response to Intervention (RTI) as a choice for identification of LD.

A number of states have been using this model for several years.

Key elements of RTI reflect essential elements of the process of Instructional Support Teams

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In the Beginning… As early as 1977… “A team may determine that a child

has a specific learning disability if 1) the child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed in paragraph (a)(2) of the section, if provided with learning experiences appropriate for the child’s age and ability levels” (300.541)

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In the Beginning…

… … A team may determine that a child has a specific learning disability if … there is a severe discrepancy between achievement and ability that is not correctable without special education and related services. (300.543)

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The History A model of intervention before CSE referral

has been in place for over 20 years in the U.S. powered by the subtleties in the federal regulations regarding LD classification

NYS Part 200.4 a (2) “a referral submitted shall describe in writing

intervention services, programs or instructional methodologies used to remediate the student’s performance prior to referral…

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The History The models for pre-referral

interventions have been called: Teacher Assistance Team Pre-Referral Intervention Team Mainstreaming Assistance Team School-Based Consultation Team Problem-Solving Model

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Research

Since neither IQ tests or traditional academic tests generate instructional strategies for academic skills, research began in 1983 to determine the processes of the learner that effect a child’s ability to read and write and then translate the research into instructional practices.

(Reschley & Grimes, 1995)

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Research

Ongoing research has been funded by the National Institute of Child Health and Human Development (NICHD) since 1989.

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Operationalizing RTI Phase 1

Active format A group of students (class) is screened

using a critical measure of academic performance

Those scoring in the at-risk level are given intensive short-term interventions

Passive format Determine whether effective instruction

has been in place for a group of students

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Operationalizing RTI Phase 2

Students who are still struggling are referred for more individual interventions

Problem Solving Model (PSM) is used to develop well matched interventions and decide who will support the general education teacher during implementation

Typically CBM is used for data gathering

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Operationalizing RTI Phase 3

If the student does not demonstrate a change in learning after implementation of the intervention, the team needs to review the fidelity of the RTI plan.

Team determines if a CSE referral is needed.

The data from the RTI plan may be sufficient for documentation to the CSE

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Implementation

RtI requires a measured implementation in most school districts

It is important to not overwhelm administrators and staff with information

As with all professional development, it is important to educate all groups in the district and school

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Central Office All central office administrators need

at least an “exposure” to the basic information of RtI.

They provide contact with the Board of Education and supervision to the buildings

You can also use their support for the time it takes for building level professional development

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Building Level Administrators

The building principals are the key persons for successful implementation

This is a general education initiative so the building principals need to be the leaders in the implementation process

Forming a learning community for administrators can support them in the process of designing implementation

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Essential Component 1: Essential Component 1: MMulti-tier Modelulti-tier Model

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Learning Communities Learning communities meet to study

a topic and discuss/ learn about it together.

This model is helpful for RtI implementation because it allows the administrators to compare the experiences of their buildings.

They can also share the results of each step in the process

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Building Level Implementation

The first step can be to examine how the IST is functioning.

Is it using a “problem solving model” in the meetings?

Are the recommendations building capacity for developing instructional interventions?

Does the staff understand the focus of IST?

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Building Level Implementation

Use one of the RtI surveys to determine the needs of the building.

Design awareness training for the staff

Work with key members of the staff to discover and implement research based interventions, especially reading in grades K, 1, 2.

Begin to use periodic measures of progress

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Building Level Implementation

Train a grade level of interested teachers in the measures

Plan for “rolling out” training for other grade levels over time.

Develop clear forms for the problem solving process teams.

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Problem Solving Model

A systematic, data-based, team driven practice

Emphasizes team collaboration Reviews student strengths and

weaknesses Identifies evidence-based interventions Collects data to monitor student progress Evaluates effectiveness of interventions

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Challenges of RTI Developing a good Problem Solving

Model. This could be implemented through the IST model.

Creating district-wide understanding of the intervention in general education concept

Maintaining fidelity of the interventions

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Challenges of RTI

Training for research-based reading interventions

Ending the definition of special education as “the answer for all struggling learners”

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References Kovaleski, J. & Prasse, D. Response to

Instruction in the Identification of Learning Disabilities: A Guide for School Teams. NASP Communique’ Vol. 32#5

Specific Learning Disabilities: Finding Common Ground: A report developed by the ten organizations participating in the Learning Disabilities Roundtable. American Institutes for Research. July 25, 2002

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References Reschly & Grimes (1995). Best

practices in intellectual assessment in A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology III

Beringer, V., Rury Smith, D. & O’Donnell, L. Alternative Three-tiered Model Integrates Biological and Instructional Research. NASP Communique’ Vol. 32#5 February 2004

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References A.Thomas & J. Grimes (Eds.). (2002). Best

Practices in school psychology IV. Bethesda, MD: National Association of School Psychologists Beringer: Best practices in reading, writing and

math assessment-intervention links: A systems approach for schools, classrooms and individuals.

Kovaleski: Best practices in operating pre-referral intervention teams.

Shinn: Best practices in using CBM in a problem-solving model.

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For the For the childrenchildren

Thank you for your Thank you for your time and time and

participation today.participation today.Arlene B. CrandallArlene B. Crandall