Book Study

1. Book Study The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement By Michelle K. Hosp, John L. Hosp, Kenneth W. Howell Published by Guilford Press, 2007 RTI: A Practitioner's Guide to Implementing Response to Intervention (Paperback) by Daryl F. Mellard & Evelyn Johnson Response to InterventionPrinciples and Strategies for Effective PracticeDr. Rachel Brown-Chidsey and Dr. Mark W. Steege

2. Getting Started with Rti Response to Intervention: Principles and Strategies for Effective Practice By Rachel Brown-Chidsey & Mark Steege • Goals of this years book study • Better understand the ‘Response to Intervention’ (RTI) model • Understand the next steps that your school should take to implement RTI

3. Table of Content Chapters • 1-Introduction: What is Response to Intervention (RTI)? • 2-NCLB, IDEIA, & RTI: Linkages across National Education Policies • 3-RTI Instead of Discrepancy Models • 4-Evidence-Based Interventions • 5-Single-Subject Experimental Design • 6-Single- Subject Research & RTI: A Natural Collaboration • 7-Using RTI Procedures for Assessment of Academic Difficulties • 8-Using RTI Procedures with Students from Diverse Backgrounds: Considering Ability, Culture, Language, Race, & Religion • 9-Using RTI Procedures as Part of Special Education Eligibility Decision Making • 10-RTI Reports: Formal Evidence of Student Progress • 11-Training Educators to Use RTI Methods • 12-Frequently Asked questions and Our Best Responses: Some Conclusions about RTI

4. Chapter 1Introduction: What is Response to Intervention (RTI)? Definition RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. • Why is RTI different? • Moving away from a “Wait to Fail” model • Proactive approach helps to “catch” at-risk learners • Assessment & Instruction linked directly to “objective data-based system with decision tree” • Different from past where students had to fail first before intense services were offered

5. Multi-tier Intervention Model 80% 15% • Tier 3 Intensive, Individual Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 2 Targeted Grp Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 1 Core Instructional Interventions • All settings, all students • Preventive, proactive • Tier 3 Intensive, Individual Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 2 Targeted Grp Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 1 Core Instructional Interventions • All settings, all students • Preventive, proactive 5% Academic Behavior STUDENTS

6. Problem Solving a Key Feature • Systematic & data-based problem solving Nebraska Dept of Ed.

7. Stanley Deno’s Data-Based Problem-Solving Model Problem-solving steps Assessment procedures Evaluation decision 1.Problem identification 2.Problem definition 3.Designing intervention plans 4. Implementing the intervention 5. Problem solution Observing/recording student performance Quantifying the perceived discrepancy Exploring alternative goals & solution hypotheses Monitoring fidelity of Intervention & data collection Re-quantifying the discrepancy Does a problem exist? Is the problem important? What is the best solution hypothesis? Is the solution attempt progressing as planned Is the original problem being solved through this attempted solution?

8. BIG IDEAS ABOUT RTI Chidsey & Steege 2005

9. Chapter 2 NCLB, IDEIA, & RTI: Linkages across National Education Policies • No Child Left Behind All states must submit plans to the Secretary of Education that include evidence that they have content and achievement standards and aligned assessments, school report card procedures, and statewide systems for holding schools and districts accountable for the achievement of their students. (U.S. Dept of Ed, 2002)

10. Reading FirstGetting Started Toward RTI?? • NCLB required states to use evidence-based practices to teach and assess students’ reading skills • Core reading areas must cover five reading domains identified by the National Reading Panel (2000) • Specifically, NCLB requires states to “use scientific evidence to enhance children’s reading skills. • Professional development, instructional programs, and material used by a state education agency (SEA) or school district must focus on the five key areas that scientifically based reading research has identified as essential components of reading instruction, • phonemic awareness • Phonics • Vocabulary • Fluency • reading comprehension U.S. Dept of Educ., 2002

11. RTI in IDEIA 2004 Federal Regulations § 300.307 Specific learning disabilities. (a) General. A State must adopt criteria for determining whether a child has a specific learning disability…. the criteria adopted by the State— (1) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in § 300.8; [‘Discrepancy’ Model] (2) Must permit the use of a process that determines if the child responds to scientific, research-based interventions (3) Requires frequent evaluation of how well a students responds to interventions Source: IDEA (2004). US Department of Education (§ 300.307)

12. Chapter 3RTI Instead of Discrepancy Models • Why moving away from Discrepancy Models • IQ vs Achievement (limited use below age 10) • IQ and general fund of knowledge dilemma • Tables & numbers game • Slow learner vs LD research www.ldonline.org/kidzone/showroom/artist079.html

13. RTI Instead of Discrepancy Models • Eligibility Issues • IDEIA 2004 did not change the definition of Specific Learning Disability (SLD) • School psychologist are still required to assess the “basic psychological processes” including ability to listen, think, speak, read, write, spell, and do mathematical calculations • Difference with RTI • Focuses on students receiving scientifically based instruction and interventions • Removes requirement of IQ Discrepancy Model • Requires RTI data as a pre-requisite to evaluation • Allows RTI methods & data to be considered for eligibility