Overview, Considerations, and Implementation Sharon Hance Erie 1 BOCES SETRC Information for this presentation came from NASDSE, Intervention Central, and NRCLD

Cautions… RtI is not…  Response to Incessant…Meetings  Response to Incessant…Plans  Response to Incessant…Testing  Response to Incessant…Sorting

Overview Defining RtI Background Legal Support for RtI Core Principles Critical Components

What is RtI? 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.

Early Origins of RtI Bergan’s consultation model Deno’s problem-solving model Vaughn’s 3-tier model [See NASDSE’s book, Response to Intervention, pages 7-8 and for descriptions of these three models]

Common Elements Procedural steps followed sequentially Implementation of scientifically based interventions Frequent data collection Decision making based on student performance

The Pushes and Pulls of RtI Pushes (problems with the traditional system)  Separation of special education from general education  Undocumented benefits  Eligibility procedures unrelated to intervention  Wait-to-fail model (reactive)  Over-representation of some minority students  Failure of traditional assumptions

The Pushes and Pulls of RtI Pulls (findings from research supporting transition to RtI)  Scientifically based instruction and interventions  Multi-tier models  Progress monitoring and formative evaluation  Functional assessments leading to intervention  Standard treatment protocol interventions

Support for RtI in Federal Law Initial purpose – to provide FAPE and IEPs Late ’80s shift to outcome orientation Language in NCLB and IDEA ’04 are similar “…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible” (20 U.S.C. 1400(c)(5)(E)

RtI Core Principles  We can effectively teach all children  Intervene early  Use a multi-tier model of service delivery  Use a problem-solving methodology  Unified educational system

RtI Core Principles (2)  Use research-based, scientifically validated interventions/instruction  Monitor student progress to inform instruction  Use data to make decisions  Use assessments for three different purposes: (1) screening; (2) diagnostics; and (3) progress monitoring

What observations can you make?  Look at the chart  Make an observation  Share your observation with a neighbor  What does the data tell us?

 Attended 2 years of preschool  2 parent family  College educated parents  Read to daily since birth  Loves drawing cartoons, idioms, and Dave Pilkey and Judy Blume are his favorite authors What doesn’t the data tell you?

Essential Components of RtI Implementation 1.Multi-tier model 2.Problem-solving method 3.An integrated data collection/assessment system

Essential Component 1: Multi-tier Model

Essential Component 2: Problem-Solving Method What is the problem? Why is it happening? What should be done about it? Did it work?

Essential Component 3: Integrated Assessment Systems Directly assess specific skills in standards Assess “marker variables” [demonstrated to lead to the ultimate instructional target, (e.g., reading comprehension)] Sensitive to small amounts of growth Brief Repeatable Easy to use Direct relationship to instructional decision- making

New York State Guidance  Part 100  Part 200  Chapter  Chapter  Chapter 117.3

Part 100  100.2(ee)Academic Intervention Services Added the language from Chapter 117 about a district developed, uniformly applied process for screening Applies to grades K-12

Part 200 LD Determination  … that effective on and after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading.

Part 200 LD Determination cont…  (a) does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the areas identified in this paragraph when using a process based on the student’s response to scientific, research-based intervention pursuant to section 100.2(ii) of this Title; or  (b) exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development that is determined by the CSE to be relevant to the identification of a learning disability, using appropriate assessments …

Chapter  The purpose of this Part is to establish standards for the screening of every new entrant to the schools to determine which students are possibly gifted, have or are suspected of having a disability, or may be limited English proficient …

Chapter  Defines A student who is suspected of having a disability A student who possibly is limited English proficient A student who is possibly gifted New entrant A student with low test scores Health care provider

Chapter  Describes diagnostic screening and defines what should be done with the information Review of instructional program Parent notification Written report

Chapter cont…  If the student is determined to be making sub-standard progress in such areas of study, instruction shall be provided that is tailored to meet the student's individual needs with increasingly intensive levels of targeted intervention and instruction.

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Leadership and RtI Doing this will require leadership at all levels – state, local, and building

 STOPPING POINT RTI FAIR