RTI Implementation: Appropriate Instruction for All

1. RTI Implementation: Appropriate Instruction for All An LDA of Michigan Fall 2008 Conference Introduction By Sharon L. LaPointe LaPointe & Butler, P.C. Okemos MI 48864

2. Every Child Has the Right to Appropriate Instruction • NCLB • The right by 2013-14 for all students to make adequate yearly progress • What • State approved grade level content expectations • How • Qualified teachers and paraprofessionals • Portal skill of reading gets special attention • A legal definition of the components of appropriate instruction

3. NCLB Definition of Appropriate Reading Instruction • “Essential components of reading instruction” means • How • Explicit and systematic instruction • What • Phonemic awareness • Phonics • Vocabulary development • Reading fluency, including oral reading skills • Reading comprehension strategies

4. Students with Disabilities and the Right to Appropriate Education • IDEA and its predecessors were enacted because students with disabilities were being denied an equal educational opportunity • IDEA provides three primary rights that serve as underpinnings to assure equal educational opportunity • Free appropriate public education • Least restrictive environment • Procedural safeguards

5. IDEA 2004 Goes Cutting Edge • IDEA 2004 explicitly refers to Response to Intervention (RTI, or if you like, RtI) • as an alternative means of determining whether a student has a learning disability • The USDOE went even further • In discussion accompanying its final regulations to implement IDEA 2004, the USDOE comes close to saying that RTI is the template for “appropriate instruction.”

6. How Do RTI and “Appropriate Instruction” Interface? • An SLD determination requires a finding that the student’s underachievement is not due to a lack of “appropriate instruction” in reading and math • Commenters asked the USDOE to define “appropriate instruction” in the implementing regs for IDEA 2004

7. USDOE’s Response to Request for Regulatory Definition • USDOE declined, but in discussion said “appropriate instruction” • Is research based • Is provided by qualified personnel • Involves systematic progress monitoring • Includes analysis of data (to adjust instruction as appropriate) • When we review RTI core principles we will see a “striking resemblance”

8. IDEA and NCLB Have a Reciprocal Influence • IDEA has incorporated a number of NCLB definitions • Essential components of reading instruction • Highly qualified • Scientifically based research • Universal design • NCLB is up for reauthorization • Wouldn’t be surprised to see RTI included in some capacity

9. RTI as the Umbrella for Appropriate Instruction • A “Reader’s Digest” definition: • “Systematic use of assessment data to allocate resources most efficiently in order to enhance student learning.” (Burns & VanDerHeyden)

10. Response to Intervention • Scientifically validated, research-based approach • Identifies students • at risk of not achieving/not achieving to benchmark standards • and/or whose behavior is affecting educational performance • Uses a problem solving framework to address learning needs

11. Myths • RTI is solely a general education initiative or responsibility • RTI is a prereferral process for special education • RTI is an intervention room • “The law” mandates RTI

12. The Truth • RTI is a useful proactiveprocess for all educators and all students • Research shows that the RTI process enhances student performance • RTI is referenced in, but not mandated by, current federal law • NOTE- Delaware has enacted a state law requiring • Compliance with federal education laws can be easier or harder • RTI’s proactive approach makes compliance easier

13. What are the RTI core principles?

14. What are the RTI core principles?

15. Why care about RTI? • Reason #1 • Schools are about the business of teaching students skills • To be life-long learners • To lead productive adult lives

16. Why care about RTI? • Reason #2 • NCLB: all students must demonstrate proficiency in math and English language arts by the end of the 2013-14 school year • RtI research indicates that 94-98% of all students can meet grade level benchmarks when provided with appropriate general education intervention • Reid Lyon testifying before Congress, June 2002

17. Why care about RTI? • Reason #3 • RTI supports quality implementation of special education via • Promoting understanding that special education is but one part ofdistrict’s overall intervention strategy • Providing data that assists in child find

18. Why Care about RTI? (#3 cont’d) • RTI supports an alternative approach to LD identification, which • May reduce the need for traditional standardized testing • May assist in more timely ID of suspected disability • May assist in reducing the number of false positives resulting from • Mechanical application of severe discrepancy model • Misperception that “at-risk” students are covered by special ed • Well-intended but misguided use of SE as an early intervention tool • May assist in adverse impact determinations

19. Why care about RTI? • Bottom line—the trifecta • Helps students • Helps AYP • Cost effective