Response to Intervention A Good IDEIA

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Response to Intervention A Good IDEIA

• Assessment
• Driving
• Instruction

David Lillenstein, Ed.D., NCSP Director of
Psychological Services
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The Historical Disconnect

• Special Education

• General Education

Sea of Ineligibility
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Historical Discrepancy Model - Problems

• Wait to Fail
• Needs are known in K or 1st grade but discrepancy
  often not present until 3rd or 4th grade
• By 8 its too latewindow is closing
• LD is a catch-all label
• a sociological sponge to wipe up the spills of
  general education (Reid Lyon cited in Gresham,
  2001)
• LD is arbitrarily and inconsistently defined in
  policy and practice
• Tends to not identify students needing intensive
  instruction found in special ed. no
  discrepancy!
• For Tx, the use of discrepancy models forces
  identification to an older age when interventions
  are demonstrably less effective (Fletcher et al.,
  1998)

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Historical Discrepancy Model IQ Tests
Problems

• No direct link to instruction or intervention!!
• Discrepancy includes measurement error
• Decisions to intervene focus on amount of
  discrepancy, not on student skills or need
• IQ tests do not differentiate well between LD,
  MR, and low achieving students
• There is actually much overlap among groups
  (Gresham et al., 1996)
• Few differences between low achieving and LD
  (Algozzine, 1995)
• IQ does not help differentiate the needs of
  students who need help (Vellutino at al., 2000)
• IQ tests discriminate
• Minorities may be under-represented in LD, but
  over in MR

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Response to Intervention - Definition

• RTI is the practice of
• Providing high quality instruction and
  intervention matched to student need
• Monitoring progress frequently to make decisions
  about change in instruction or goals
• Applying child response data to important
  educational decisions
• (NASDSE, 2005)

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Why Response to Intervention?

• Brings together Regular, Remedial, and Special
  Education
• Documents effective education
• Aligns identification procedures with effective
  instruction
• AYP RTI fits with NCLB It is about maximizing
  results!
• Provides self correcting mechanisms for schools
  to take control of their outcomes, driven by
  student results

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Core RTI Principles

• All students can learn
• Early intervention
• Multi-tier models of instruction and intervention
• Use of problem-solving models
• Use of scientifically-validated instruction and
  assessment
• Progress monitoring to inform instruction
• Data-based decision making
• Assessment drives instruction
• Screening, diagnostic, progress monitoring

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Common RTI practices

• Scientifically-based curricula practices
• Explicit
• Matched to student need
• Designed to produce high rates of learning
• 3-tier models of instruction and intervention
• Progress monitoring and formative evaluation
• Continuous, ongoing
• Data-based analysis and diagnosis
• Considers growth over time in comparison to
  baseline
• Compared to expected level of performance (self
  peers)
• Functional behavioral academic assessment
• Standard treatment protocols

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3 Purposes of Assessment Data

• To enable student performance
• To enable student performance
• To enable student performance

(Grimes Tilly, 2003)
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Data Collection in RTI

• Replace Norm-referenced tests
• Not sensitive to change over time
• Do not inform instruction
• Measure individual differences, not growth
• Cannot be administered frequently or quickly
• CBM Curriculum-Based Measurement
• Reliable and valid
• Sensitive to change
• Directly related to instruction
• Allow for goal setting
• Allow for prediction
• Can be administered frequently and quickly
• Measure individual differences and growth

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3 Tier Intervention Model

• Prevention Model
• Each Tier provides more intensive and supportive
  intervention
• Layers of intervention in response to student
  needs

lt5 IEP
Tier 3
Tier 2
15 Double Dip
100 Regular
Classroom
Tier 1
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Response to Intervention RTI Advantages

• Focus is on attainment of learning standardson
  improving educational outcomes and learning
  abilities! (student learning is the focus)
• Regular classroom is 1st line of intervention
• Merges regular, remedial, and special education
• Promotes data-based decisions
• Lack of progress change in intervention
• Not just for special education or for determining
  eligibility
• Reduced paperwork load

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RTI Advantages - Continued

• Considers cause of learning deficits outside of
  the learner
• Identification process is embedded in the
  intervention process removes wait to fail
• Frequent and regularly scheduled assessment
  drives instruction
• Program and curriculum evaluation.

Learner
The Environment
Instruction
Curriculum
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Questions

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