Response to Intervention - Introduction to Individuals with Mild-Moderate Educational Needs - Lecture Slides, Slides of Educational Psychology

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Getting Started With‘Response to Intervention’:A Guide for Schools

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RTI Workshop Goals…As a result of this workshop, you will:^ 

Better understand the ‘Response toIntervention’ (RTI) model

Know where to find resources on theInternet to start RTI in your school

Understand the next steps that yourschool should take to implement RTI

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What is ‘Response to Intervention’ (RTI)?'Response to Intervention' is an emerging approach to thediagnosis of Learning Disabilities that holds considerablepromise. In the RTI model:

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A student with academic delays is given one or moreresearch-validated interventions.

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The student's academic progress is monitored frequentlyto see if those interventions are sufficient to help thestudent to catch up with his or her peers.

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If the student fails to show significantly improved academicskills despite several well-designed and implementedinterventions, this failure to 'respond to intervention' can beviewed as evidence of an underlying Learning Disability.

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What are advantages of RTI?

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One advantage of RTI in the diagnosis of educationaldisabilities is that it allows schools to intervene early tomeet the needs of struggling learners.

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Another advantage is that RTI maps those specificinstructional strategies found to benefit a particularstudent. This information can be very helpful to bothteachers and parents.

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Learning Disabilities: Test Discrepancy Model

“Traditionally, disability is viewed as adeficit that resides within theindividual, the severity of which mightbe influenced, but not created, bycontextual variables.”

(Vaughn & Fuchs,

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Limitations to the ‘test-score

discrepancy model’

(Gresham, 2001)

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Requires chronic school failure BEFORE remedial/special educationsupports can be given.

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Fails to consider that outside factors such as poor or inconsistentinstruction may contribute to a child's learning delay.

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A ‘severe discrepancy’ between test scores provides no usefulinformation about WHY the student is doing poorly academically.

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Different states (and even school districts within the same state) oftenused different formulas to diagnose LD, resulting in a lack of uniformityin identifying children for special education support.

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IDEIA 2004-05 Federal (US Dept of Education)Regulations: What do they say about LD diagnosis? §^

300.307 Specific learning disabilities. (a)

General.

A State must adopt criteria for determining whether a child

has a specific learning disability…. the criteria adopted by the State— (2) May not require the use of a severe discrepancy betweenintellectual ability and achievement for determining whether a childhas a specific learning disability as defined in

[‘Discrepancy’ Model] (3) Must permit the use of a process that determines if the childresponds to scientific, research-based intervention…

[‘RTI’ Model]

NOTE: [bracketed comments added] Source: IDEA (2004, 2005). Proposed Regulations from US Department of Education (

§^ 300.307)

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What does RTI look like when applied to an

individual student?

A widely accepted method for determining whether astudent has a Learning Disability under RTI is the ‘dualdiscrepancy model’ (Fuchs, 2003).– Discrepancy 1: The student is found to be performing

academically at a level significantly below that of his or hertypical peers (discrepancy in initial skills or performance).

• Discrepancy 2: Despite the implementation of one or more well-

designed, well-implemented interventions tailored specifically forthe student, he or she fails to ‘close the gap’ with classmates(discrepancy in rate of learning relative to peers).

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The steps of RTI for an individual case…Under RTI, if a student is found to be performing wellbelow peers, the school will:

Estimate the academic skill gap between the student andtypically-performing peers

Determine the likely reason(s) for the student’sdepressed academic performance

Select a scientifically-based intervention likely to improvethe student's academic functioning

Monitor academic progress frequently to evaluate theimpact of the intervention

If the student fails to respond to several well-implementedinterventions, consider a referral to Special Education

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Estimate the academic skill gap between thetarget student and typically-performing peers

There are three general methods for estimating the‘typical’ level of academic performance at a grade level:

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Local Norms:

A sample of students at a school is screened in an

academic skill to create grade norms (Shinn, 1989)

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Research Norms:

Norms for ‘typical’ growth are derived from a

research sample, published, and applied by schools to their ownstudent populations (e.g., Shapiro, 1996)

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Criterion-Referenced Benchmarks:

A minimum level, or

threshold, of competence is determined for a skill. The benchmarkis usually defined as a level of proficiency needed for later schoolsuccess (Fuchs, 2003)

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Research Norms: Example

Estimates of ‘Typical’ [‘Instructional’] Reading Fluency Level RangesBy Grade Based on a Research Sample (from Shapiro, 1996)Grade

Correctly Read Words Per Min

Reading Errors

Fewer than 5

Fewer than 5

Fewer than 7

Fewer than 7

Fewer than 7

Fewer than 7

Norms for ‘typical’ growth are derived from a research sample,published, and applied by schools to their own studentpopulations

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Criterion-Referenced Benchmarks: Example

The benchmark represents a level of proficiency needed forlater school success. A good example of a commonly used setof benchmarks for reading are those that were developed foruse with the DIBELS [Dynamic Indicators of Basic EarlyLiteracy Skills].Using the DIBELS benchmarks, for example, 3

rd

-grade

students are at ‘low risk’ for reading problems if they reachthese reading-fluency goals:–^

Start of School Year:

^77

Correctly Read Words Per Min

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Middle of School Year:

^92

Correctly Read Words Per Min

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End of School Year:

^110

Correctly Read Words Per Min

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Select a scientifically-based intervention likely toimprove the student's academic functioning: Any intervention idea chosen for the student should bebacked by scientific research (e.g., research articles inpeer-reviewed professional journals) demonstrating thatthe intervention is effective in addressing the student’sunderlying reason(s) for academic failure.

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Monitor academic progress frequently toevaluate the impact of the intervention:^ Under RTI, interventions are monitored frequently (e.g.,weekly) using valid and reliable measures that aresensitive to short-term gains in student performance:

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Measures for Basic Academic Skills:

Curriculum-Based Measurement (CBM)

probes are short, timed assessments that have been developed to measurephonemic awareness, oral reading fluency, math computation, writing, andspelling skills (Shinn, 1989).

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Measures for Classroom Academic and General Behaviors: –

Daily Behavior Report Cards (DBRCs): These customized teacher ratingforms allow the instructor to evaluate the student’s behaviors each day(Chafouleas et al. 2005).

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Direct Observation: An external observer visits the classroom to observethe student’s rates of on-task and academically engaged behaviors.(Shapiro, 1996)

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