ResponsivenesstoIntervention

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Responsiveness-to-Intervention
IDEA 2004 change affecting all classroom teachers.
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Criticisms of Current Learning Disabilities
Definition

• Too many children are inappropriately identified
• Many children are classified as LD without
  participating in effective reading instruction in
  the regular classroom
• Too costly

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Response To Intervention

• There should be alternate ways to identify
  individuals with Specific Learning Disabilities
  in addition to
• Achievement testing
• History
• Observations of the child
• Response to quality intervention is the most
  promising method of alternate identification and
  can both promote effective practices in schools
  and help to close the gap between identification
  and treatment. RTI is based on problem solving
  models that use progress monitoring to gauge the
  intensity of intervention in relation to the
  students response to intervention. Problem
  solving models have been shown to be effective in
  public school settings and in research.

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• Many (all?) children in a class, school, or
  district are tested once or by repeated
  measurement over a period of time.
• At-risk students are identified for
  intervention on the basis of their performance
  level or growth rate or both.
• Intervention is implemented and students are
  tested following, or throughout, the intervention
  period.
• Those who do not respond (treatment resisters)
  are identified as requiring
• Multi-disciplinary team evaluation for possible
  disability certification and special education
  placement
• More intensive intervention(s).

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Tertiary Prevention Specialized
Individualized Systems for Students with
Intensive Needs
CONTINUUM OF SCHOOL-WIDE SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Advantages of Responsiveness-To-Intervention
Approach

• Provides assistance to needy children in timely
  fashion. It is NOT a wait-to-fail model.
• Helps ensure that the students poor academic
  performance is not due to poor instruction.
• Assessment data are collected to inform the
  teacher and improve instruction. Assessments and
  interventions are closely linked.

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Four Step Process

• Step 1 Screening (Responsibility General
  Education and Special Education)
• Step 2a Implementing General Education (Tier 1
  Responsibility General Education)
• Step 2b Monitoring Responsiveness to General
  Education (Responsibility General Education and
  Special Education)

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Four Step Process (continued)

• Step 3a Implementing a Supplementary, Diagnostic
  Instructional Trial (Tier 2 (Responsibility
  General Education and Special Education)
• Step 3b Monitoring Responsiveness to a
  Supplementary, Diagnostic Instructional Trial
  (Tier 2 Responsibility General Education and
  Special Education)
• Step 4 Designation of Disability, Classification
  of Disability, and Special Education Placement
  (Responsibility Special Education)

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What does this look like?Case Studies
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