MIDWESTERN INTERMEDIATE UNIT IV October 24, 2006

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MIDWESTERN INTERMEDIATE UNIT IVOctober 24,
2006
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• Responsiveness to Intervention
• An integrated approach to service delivery that
  encompasses general and special education
• Beth Glew, School Psychologist, MIU IV

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• Agenda
• Definition of Response to Intervention
• Foundations in Research and Policy
• Improved Practices that Support Response to
  Intervention
• Core Principles of Response to Intervention
• Problem Solving Method
• Response to Intervention in Practice
• Tiered Models

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Response to Intervention (RtI)

• High quality instruction and intervention
• Learning rates and level of performance
• Educational decisions

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Research and Policy

• National Institute for Child Health and
  Development (NICHD) Studies
• National Reading Panel
• National Research Council Panel on Minority
  Overrepresentation
• National Summit on Learning Disabilities
• Presidents Commission on Excellence in Research

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Problems in the Traditional System

• Separation of special education from general
  education
• Undocumented benefits and use of research based
  practices
• Eligibility determination variability and
  accuracy
• Integration of eligibility determination and
  instruction
• Failure of traditional assumptions

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Improved Practices that Support RtI

• Scientifically based curricula and instruction
• Multi-tier models
• Progress monitoring and formative evaluation
• Analysis and remediation of achievement problems
• Functional behavioral assessment/analysis
• Standard treatment protocol interventions

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Core Principles of RtI

• We can effectively teach all children
• Intervene early
• Use a multi-tier model of service delivery
• Use a problem solving method to make decisions
  within a tier model

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Problem Solving Method
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Core Principles of RtI

• Use research based, scientifically validated
  interventions/instruction
• Monitor student progress to inform instruction
• Use DATA to make decisions
• Use assessment for three different purposes

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What RtI Looks Like in Practice Versus Typical
Past Practice
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• Multi-Tier Model of Service Delivery

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Integrated Systems Model for Academics and
Behavior
Academic Systems
Behavioral Systems
Decisions about tiers of support are data-based
Adapted from OSEP Effective School-Wide
Interventions
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Integrated Systems Model for Academics and
Behavior
Academic Systems
Behavioral Systems
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Integrated Systems Model for Academics and
Behavior
Academic Systems
Behavioral Systems
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Problem Solving Model
HIGH
Level IV Special education IEP Intense
Level III Tertiary Prevention moderate
Treatment Intensity
Level II Secondary Prevention modification,
practice, and reinforcement
Level I Primary Prevention Class/Schoolwide
HIGH
Unresponsiveness to Intervention
LOW
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How long does it take to implement fully the
problem-solving/RtI process?

• Evidence from Iowa and Minnesota would suggest
  that it takes 4-6 years (or more) to complete
  full implementation.
• Full implementation includes
• policy and regulatory change
• staff development
• development of building/program procedures

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When the only tool you have is a hammer, the
whole world looks like a nail.