“Sorting Out Response to Intervention” Nassau Association of District Curriculum Officials February 26, 2009 February 26, 2009 Presented by Arlene B. Crandall ABCD Consulting, Inc. (631) – 698-2792
Dec 17, 2015
“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.