Response to Intervention

1. Response to Intervention In North Carolina Implementation of a Problem Solving Model Exceptional Children Division NC Department of Public Instruction

2. RTI = PSM + CBM • SST

3. What is the definition of a Specific Learning Disability • For the purpose of special education services, students classified as learning disabled are those who, after receiving instructional intervention in the regular education setting, have a substantial discrepancy between ability and achievement.

4. What are the challenges and criticisms of the IQ Discrepancy Model? • Use of the IQ Discrepancy Model often results in the wrong students being identified for special education and many who need help are excluded • Requires that students wait to fail before receiving needed special education services • Evaluation, as it currently exists, has little instructional utility

5. Reauthorization of Individuals with Disabilities Education Act (“IDEA”) – December 2004 • The LEA shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability • In determining whether a child has a specific learning disability, a LEA may use a process which determines if a child responds to a scientific, research based intervention”

6. What is Response to Intervention? • Response to Intervention is … the effect of the implementation of research-based intervention provided with the intent of addressing a need of a struggling student

7. Fundamental Principles of RTI High quality instruction (Requires application of research-based practices/interventions) FrequentAssessment (Requires data collection that is immediate, frequent, and specific to a defined problem) Data-based decision making (data is used to inform instruction)

8. Response to Intervention is also: …a focus on intervention rather than on what is wrong with the child … a focus on the solution rather than the problem … a focus on addressing the needs of all students having difficulty, not just those with labels … a focus on positive outcomes for all students … a focus on all educators being responsible for all children

9. “The NC Problem Solving Model”

10. Fundamentals of a Problem- Solving process • Identifying and analyzing the problem, including the collection of baseline data • Generating possible strategies or interventions • Implementing the intervention plan • Monitoring student progress to determine success • Evaluating, reviewing, and revising the plan

12. Where we started… Level IV IEP Consideration Level III Consultation with the Problem Solving Action Team Level II Consultation With Other Resources Level I Consultation Between Teachers-Parents Amount of Resources Needed to Solve Problem Intensity of Problem

13. If we believe that a School-Wide System of Support for student achievement should look like this: Intensive Intervention 5% Strategic Interventions 15% Core Curriculum 80%

14. Where we are going….. North Carolina Problem Solving Approach Level IV Entitlement Consideration Level III Consultation with the Problem Solving Action Team Level II Consultation With Other Resources Level I Consultation Between Teachers-Parents Intensive Amount of Resources Needed to Solve Problem Strategic Benchmark Intensity of Problem

15. Progress Monitoring with Curriculum Based Measurement (“CBM”) • Data collection tools derived directly from the curriculum that student is expected to learn • Studies have shown that CBM aids teachers in generating superior student achievement regardless of whether the students are identified as learning disabled, low achieving, or achieving in the average range (Fuchs et al., 1994) • Improved communication among school staff and between school staff and parents • CBM provides data that clearly, simply, and meaningfully relate to educational decisions (Deno, 1985)

16. How does this initiative “fit” with No Child Left Behind?

17. RTI, NCLB, and IDEIA • NCLB and IDEIA both require evidence based practices • NCLB requires that states submit evidence of how they will instruct and assess student reading across the five domains identified by the NRP • NCLB requires a three tier prevention model: primary, secondary, tertiary • IDEIA calls for: • A requirement for the use of scientifically based reading instruction • Evaluation of how well a student responds to intervention • An emphasis on the role of data for decision making • (Brown-Chidsey, R. & Steege, M., 2005)

18. Final Thoughts • The RTI/PS Model meets requirements of the law (NCLB and IDEIA) • The RTI/PS Model is a model that doesn’t wait until children fail • The RTI/PS Model is an “all children” initiative – every child gets help • The RTI/PS Model is a way to address disproportionality • The RTI/PS Model is a way to increase AYP

19. Final Thoughts • The RTI/PS Model is a way to gather and use instructionally relevant information • The RTI/PS Model is a model that utilizes the expertise of many disciplines (reg ed., spec ed., psychology, sp/lang, etc.) • The RTI/PS Model offers the opportunity to do something good for children • The RTI/PS Model is a focus on ensuring all children learn and have that opportunity within the regular class environment

20. Resources • http://www.ncpublicschools.org/ec/exceptionality/learning/intervention/ • http://www.nrcld.org/research/rti.shtml • http://www.wested.org/nerrc/rti.htm • http://www.interventioncentral.org/ • http://www.w-w-c.org/

21. “Behavior change is like a kaleidoscope: Once the tube is turned even a fraction of an inch, the entire pattern changes.” -John Maag

22. Questions