Response to Instruction and Intervention RtI 2

1. “Empowering each student to succeed in life” Response to Instruction and Intervention RtI2 “Empowering each student to succeed in life”

2. “Empowering each student to succeed in life” 9 Essential Program Components RtI2 Students w/ Disabilities Because All Means All Ethnic Subgroups SED ELL Explicit Direct Instruction

3. “Empowering each student to succeed in life” 9 Essential Program Components RtI2 Explicit Direct Instruction

4. “Empowering each student to succeed in life” Intensive: Who: Sp Education staff Whom: Non-responders to Tier III interventions, Parent request for services What: Intervention materials that are state adopted/approved materials that are research based, highly valid and highly reliable Where: Resource Room Why: Support deficits in reading & math / collect data How: Obtain baseline – draw an aim line – look at rate of improvement, progress monitor with AIMSWEB weekly Time: 20-30 minutes per day Strategic: Who: Paraprofessional supervised by credentialed teacher (API Coach, Resource Specialist) Whom: FBB on CSTs/Strategic & Intensive on DPA / SBRC What: Intervention materials that are state adopted/approved materials that are research based, highly valid and highly reliable Where: Outside the regular classroom - pullout Why: Progress monitoring data (AIMSWEB) How: Obtain baseline – draw an aim line – look at rate of improvement, progress monitor with AIMSWEB monthly Time: 30 min per day Benchmark: Who: Classroom Teacher Whom: Students experiencing temporary difficulties What: Adopted core curriculum support materials Where: Regular classroom Why: Observational progress monitoring How: Observational progress monitoring Time: Fluid – based on on-going progress monitoring Core/Advanced: Who: Classroom Teacher Whom: All Students What: State Adopted Standards Based English Language Arts and Mathematics Core Where: General Education Classroom Why: Observational data How: Observation & progress monitoring Time: State recommended time K- 1 hour / 1st-3rd- 2.5 hours / 4th-6th – 2 hours

5. Why RtI²? RtI embedded in NCLB and IDEA 2001 • Student outcomes • Use of evidence-based instruction/interventions • Data-driven accountability • Highly qualified teachers

6. NCLB (ESEA) and Title 1 • Ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so the students, teachers, and administrators can measure progress against common expectation for student academic achievement. • Improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State achievement standards and content standards and increasing achievement overall, but especially for the disadvantaged. • Promoting school wide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content.

7. Response to Instruction and Intervention (RtI2)Guiding Principles • RtI2 is a function of general education. • RtI2 is a framework and not a specific procedure. • Data should guide decisions regarding core, supplemental and comprehensive instruction/interventions. “Empowering each student to succeed in life”

8. Response to Instruction and Intervention (RtI2)Guiding Principles • Interventions and supports must be provided within a multi-tiered framework of increasing intensity. • Tier III and Tier IV interventions take place outside the general education classroom. • Special education teachers will focus on students with disabilities and students with the most intensive academic and behavioral needs. “Empowering each student to succeed in life”

9. DUSDResponse to Instruction and Intervention (RtI2)Guiding Principles • Intervention materials will be state adopted/approved materials that are research based, highly valid and highly reliable. • Students in Tier III and Tier IV interventions will be monitored with a progress monitoring tool. • A system is in place in which there is focused communication around student data between API coach, teacher and interventionist that occurs at least monthly. “Empowering each student to succeed in life”

10. Number of Students Served in Intervention “Empowering each student to succeed in life”

11. “Empowering each student to succeed in life”

12. XXXXXXXXXXXXX

13. “Empowering each student to succeed in life”

14. Section 504 MAJ0R NEW DEVELOPMENTS FOR REGULAR AND PECIAL EDUCATION STUDENTS

15. Section 504 of the Rehabilitation Act • Civil right law designed to eliminate discrimination on the basis of disability in any program receiving Federal financial assistance • Guarantees disabled students the provision of appropriate education services

16. 34 C.F.R. § 104 “No otherwise qualified individual with a disability in the United States…shall, soley by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”

17. ADA and 504 • Sutton v. United Airlines (1999) • Mitigating factors considered when evaluating if a person has a “substantial limitation” • Toyota v. Williams (2002) • Severely restricted an individual from engaging in activites of central importance and impairment was permanent or long term.

18. ADA Amendments Act (ADAAA) • Effective 1/1/09 • U.S. Supreme Court rejected a series of U.S. Supreme Court decision, the new law is intended to reinstate the broad scope of protection for individuals with disabilities.

19. 504 Implications • Requires disability determination to be made without considering mitigating measures • E.g., medication medical supplies, appliances, low-vision devices, prosthetics, hearing aids and mobility devices.

20. Section 504 - Expansion • Clarifies that “substantially limits” does not mean “significantly restricts.” • Impairment that limits one major life function need not limit other major life activities in order to be considered a disability. • Impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active.

21. 504- Expansion • Broadens the definition and coverage of “disability” under ADA and the Rehabilitation Act • Ensures that individual who compensate for their disabilities are protected from discrimination.

22. ADAAA revisions THE BIG 4 • CONCENTRATING • THINKING • LEARNING • READING

23. ADAAA Revision (con’t) • Seeing • Eating • Hearing • Walking • Sleeping • Digestive functions • Bladder functions • Bowel functions • Caring for oneself • Performing manual tasks

24. 504 and IDEA • Child Find Obligations • Different standards of FAPE • Section 504, unlike the IDEA, “requires a comparison between the treatment of disabled and nondisabled children, rather than simply requiring a certain level of services for each disabled child.” • Mark H. v. Lemahieu (9th Cir. 2008) 513 F.3d 922)

25. IMPLICATIONS • RTI must be an option. The federal regulations require the state criteria to permit the use of a “process based on the child’s response to scientific research-based intervention.” The commentary reflects s preference for RTI. (20 U.S.C. § 1414(b)(6); C.F.R. § 300.307 (a) (2); Fed. Reg. 46646-46648

26. State Performance Plan Indicators IDEA as amended in 2004 requires that states make determinations of local district performance in their provision of special education and related services. SELPAs are required to monitor district compliance and provide technical assistance as needed (AB 1200) 2010-2011 – Shasta County SESR

27. Types of Indicators Compliance Indicators Indicator 9: Overall Disproportionality Indicator 10: Disproportionality by Disability Indicator 11: Initial Evaluation Indicator 12: Transition from Part C to Part B Timely Correction of Noncompliance Timely and Complete Reporting Indicators: 15, 16, 17, 20 RESULTS INDICATORS Indicator 1: Graduation Indicator 2: Dropout Indicator 3: Statewide Assessments Indicator 5: Least Restrictive Environment Indicator 6: Preschool Least Restrictive Environment Indicator 8: Parent Involvement Indicator 14: Post-school Outcomes Indicator 18: Hearing Requests Indicator 19: Mediation Agreements

28. Think It Through… What goals are guiding your school’s plans and actions right now? Are they consistent with your mission and vision? Are they SMART?

29. ….a take away Change is powerful and motivating. Each professional must watch for meaningful changes in the discipline, evaluate those changes and adapt when appropriate.