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Response to Intervention:
Illustrations of Possible Problems and Their Solutions Jack S. Damico, Ph. D. The University of Louisiana at Lafayette
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INTRODUCTION Over the past five years there has been a concerted push for a specific concept referred to as Response to Intervention Many advantages over previous approaches to “assessments and interventions” are touted Need to be wary of this for RTI can be a two-edged sword.
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OBJECTIVES To give some background and history about RTI
A quick description of RTI Discuss some of the Advantages Discuss some of the Disadvantages – especially due to implementation Suggest some solutions
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A Brief History The concepts behind TRI are actually constructivist in origin Perhaps best seen from the perspective of Dynamic Assessment
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Dynamic Assessment Umbrella term- a heterogeneous range of approaches whose core is blending instruction into assessment. Developed because of practical issues related to assessing the potential of and developing pedagogical strategies for children with special needs or inadequate educational experiences.
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Dynamic Assessment Based on three assumptions:
Given diverse educational experiences, conventional assessment might not adequately capture the level of cognitive development Psychologists and educators should be interested not in where children are now, but where they can be tomorrow with adequate educational intervention from now on. There is little use in assessing for the sake of assessment
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More History Bateman (1965) concept of responsiveness (best way to educate students is by taking into account patterns of response and adjusting pedagogical strategies depending on these responses 1982 NAS: Addresses the disproportionate number of ethnic minority students identified for special
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More History Some roots in pre-referral intervention, curriculum-based measurement and reading recovery Operationalized concept using more behavioristic assumptions in late 1990s (Fuchs & Fuchs) Closely related to NCLB and Reading First and IDEIA 2004 to address problems with intelligence-achievement discrepancy and over-representation of CLD
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More History In PL108-446 IDEIA 2004
Early identification of students experiencing academic problems Moved away from use of tests to qualify student for SPED “may use a student’s response to scientifically-based instruction as a part of the evaluation process” The determination of LD is not tests but a process documenting sufficient measured responses to interventions Identify and assist those who can benefit from differentiation and appropriate instruction in the classroom
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PL IDEIA 2004 Must document appropriate instruction delivered by qualified personnel Only a suggestion a multi-leveled early intervention approach Concept was introduced in the presence of, not in place of, other methods to identify special education needs Goal moved toward prevention LEAs can us up to 15% of federal funds and up to 50% in additional funds through Title I activities for early identification and prevention services
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Description of RTI A multi-tiered system of instruction oriented to the prevention of long-term and debilitating academic failure Prevention and more effective teaching in the context of regular education are key concepts No specific assessment nor a general screening is required
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Description of RTI Provides an opportunity for general educational and special educational reform by infusing greater accountability for every student’s learning with a combination of research-based programs, validated practices, and demonstrably effective CBM for individualizing instruction
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Description of RTI Tier One (Primary Prevention): Instructional practices by a general educator in the classroom who should be able to conduct instruction independently and with competence. Tier Two (Secondary Prevention): Time-limited run of small group instruction relying on a validated tutoring protocol that specifies instructional procedures, dictates duration and frequency and is usually conducted by paraprofessionals. Should be “empirically validated”
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Description of RTI Tier Three (Tertiary Prevention): Teachers establish clear, individual, ambitious year-end goals in instructional material that matches the student’s needs (so it may or may not be grade appropriate) and instruction is individualized with more intense version of the standard protocol originally and modifying it as needed (SPED). There can be numerous tiers with Special Education typically the last tier.
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Advantages of RTI Increase the number of students who succeed in the framework of general education and decrease the number of students inappropriately referred top special education Should avoid problems associated with process-deficit and discrepancy models Should reduce waiting time for additional instructional support Minimize testing and maximize instruction
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Advantages of RTI Prevention is the ultimate goal
Will allow better monitoring of teaching practices in general and special education classes and this will improve teaching overall Improve the quality and quantity of information about the educational progress and instructional needs of individual students Prevention is the ultimate goal
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Disadvantages of RTI Preoccupation with disability and Intervention
A lack of clarity in translating information obtained in the context of RTI into regulations for identifying children with special educational needs Due to the lack of explicitness, the implementation is often problematic Implementation oriented to a Behaviorist paradigm that tends to rely on elements of the process deficit and discrepancy models
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Disadvantages of RTI Characterizes science solely in terms of experimental and quasi-experimental methodologies that tend to create an unproductive divide between research and practice Implementation Fidelity assumes that the results of experimental studies should be generalizable and transferable from one setting to another.
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Disadvantages of RTI So little attention is paid to well-developed research bases focusing on natural variability, complex social action, and constructivist approaches to learning and functioning. Exclude most immediate conditions that support learners: teachers, classroom, school, cultural factors within which any instructional approach operates
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Disadvantages of RTI Instruction (at least with Tier II) should be “empirically-validated not just research principled”. This provides a basis for two assumptions: A student’s non-responsiveness to a validated instructional protocol is not due to poor instruction but rather to characteristics that reside within the student. Students who do not benefit from secondary prevention demonstrate the need for non-standard instruction (special education).
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Disadvantages of RTI Doesn’t put enough emphasis on the individual character of responsive teaching A focus (at least in Tier II) that “one size fits all” So even though ELL students are often not included in studies the results are touted as applying across a wide array of student populations
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Disadvantages of RTI In reality more focused on placement/assessment considerations than overall focus on teaching. Assumption that if microlevel progress monitoring measures of components, they will also be showing growth in more comprehensive measures or skills/proficiencies Progress monitoring subverted by a screening format and/or discrete point and inauthentic tests DIBELS PALS Texas Primary Reading Inventory
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Disadvantages of RTI In a rush for early identification, the focus has been placed on the student and not on the instruction – especially when screening systems are employed Oriented to attributing difficulties to internal deficits or home environment The primary focus on SLD and limits attention to other special considerations English Language Learners and low SES
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Solutions Recognize the role of inertial concepts
Innovative practices and reforms should, in fact, be innovative An RTI model is not required to adhere to the rigid implementation suggested by the more behavioristic advocates. Schools remain free to select different practices for the three levels of the preventative system
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Solutions It is essential to find out what works with whom, by whom and in what contexts. Instruction is responsive to the children’s needs. Must ensure at all levels that children have received culturally responsive, appropriate, quality instruction that is evidence based Scientific and evidence-based can (and should) include qualitative and mixed-methods approaches that focus on complex social phenomena
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Solutions Not only look at classrooms, look also across multiple layers of impact Schools also have the option of incorporating multiple interventions within any given level Take a social/constructivist view rather than a behaviorist view
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Solutions Don’t use isolated evidence-based interventions that are de-contextualized Focus on the instructional aspects and the teacher development model Highlight the central role of the teacher Employ well-researched strategies and procedures that mesh with this paradigm of human learning
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Solutions Employ strategies and Techniques that employ the major aspects of constructivist theory. That is, authentic tasks mediated when necessary by more proficient learners and the tasks are Meaningful Contextually embedded Active engagement Contrastive Recurrent
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Solutions When choosing Interventions, REMEMBER:
Tier One: Generalized and appropriate to entire class Tier Two: Smaller groupings; more intensity and individualized attention, longer duration Their Three: Individualized and often one-on-one
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Solutions EXAMPLES Contingent teaching
Problem-solving in authentic learning contexts without the orientation to diagnostic practices and disability constructs Reading Recovery Balanced Literacy
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Solutions EXAMPLES Guided Reading and Writing
Reading and Writing Workshop Formats Culturally and Linguistically Appropriate Support, Mediation and Strategies Meaningful texts matching students abilities, skills, and experiences
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Solutions EXAMPLES Increasing daily authentic reading /writing
Peer grouping and partner reading Mini-lessons Word Study Re-teaching in small group work Strategic Teaching
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Solutions Employ authentic and comprehensive assessment and monitoring
Think horses not Zebras …when you see difficulty always first the possibility that they are not receiving adequate instruction
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Solutions EXAMPLES Observational Survey of Literacy Achievement
Classroom Assessment Based on Standards Running Records Oral Miscue analysis Observation Reading Inventories
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Solutions Use the Skills—Strategies- Outcome NEED:
Behaviors reflective of skills/strategies Patterns in authentic activity/context Pre-post Measurement Approach Sampling Frame
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Component Two: Targeting M-M Skills and Strategies
Think in Terms of Meaning-making Skills, Strategies, and Applications Use your Descriptive Data to select Skills, Strategies, and Applications
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Examples for the IEP Organize class notes…..Outlining, Flowcharting, Ask what is important and topicalize with headings…..Notes useful for others, Improved scores on examinations. Fluency in Writing….Ask: What do you want to say; talk it through first, Write information sentences & then paste them into a template, Write ideas & then revise for mechanics, write & use directive & evaluative phrases…. Longer written homework, more coherent and detailed essays, increased time-on-task when writing
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Examples for the IEP Improved reading of unknown words….Skip the unknown word and read to the end of the sentence and ask: what word would make sense, Put in a word that makes sense and go on, Employ onset/rime via analogy…. Increased fluency in reading, increased speed of reading, increased comprehension of reading passages.
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Examples for the IEP Reading for meaning….Ask: What does author want me to know, Use pre-initiation strategies, Ask while reading: Does this make sense, Focus on “what the author is saying NOT the sounds or words, Read faster, Listen to others read stories…..Increased reading comprehension scores, more relevant discussion in reading circles, More independent reading.
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Examples for the IEP Understanding class lectures….Listen for topic sentence & write down main point, use clarification strategies if you don’t follow, learn your teacher’s signaling cues, after lecture review notes with others, Ask at first of lecture what the teacher wants to get across, consult a brief chapter outline while listening….. Better notes in class, Improved participation in class discussions, Improved test scores.
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Examples for the IEP Increased verbal interactions with peers…. employ various initiation strategies, comment positively on what someone said and ask a relevant question, make eye contact when listening and comment, appropriately bring up topics of interest to others….Increased time-at-talk at recess, Longer individual conversations with others, increase in friendships.
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Doris B. Hawthorne Center The University of Louisiana at Lafayette
Contact Information Jack S. Damico, Ph.D. Doris B. Hawthorne Center The University of Louisiana at Lafayette P.O. Box 43170 Lafayette, LA USA
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