Presentation on theme: "Response to Intervention In North Carolina Implementation of a Problem Solving Model Exceptional Children Division NC Department of Public Instruction."— Presentation transcript:
Response to Intervention In North Carolina Implementation of a Problem Solving Model Exceptional Children Division NC Department of Public Instruction
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.
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
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”
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
Fundamental Principles of RTI High quality instruction (Requires application of research-based practices/interventions) Frequent Assessment (Requires data collection that is immediate, frequent, and specific to a defined problem) Data-based decision making (data is used to inform instruction)
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
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
Level I Consultation Between Teachers-Parents Level II Consultation With Other Resources Intensity of Problem Amount of Resources Needed to Solve Problem Level III Consultation with the Problem Solving Action Team Level IV IEP Consideration Where we started… Define the problem Develop a Plan Implement Plan Evaluate
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%
Level I Consultation Between Teachers-Parents Level II Consultation With Other Resources Intensity of Problem Amount of Resources Needed to Solve Problem Benchmark Strategic Intensive Level III Consultation with the Problem Solving Action Team Level IV Entitlement Consideration North Carolina Problem Solving Approach Where we are going …..
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)
Case Study - Jane Level One - Kindergarten female, DOB 7/28/01 - Teacher has concerns in all areas (school readiness) _ parent agrees to work with child nightly with flashcards and new computer game that she recently purchased on school readiness skills - Currently working with a tutor, getting extra help from student teacher and classroom assistant - September *Reading – knows 4 upper case letters (inconsistent), no lower case letters, no letter sounds, DRA level – 0 *Math – knows 2 numbers consistently, doesn’t count with one to one correspondence *Writing – doesn’t write name or any letters
How does this initiative “fit” with No Child Left Behind?
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)
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
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