Book Study

1
Book Study

• The ABCs of CBM A Practical Guide to
  Curriculum-Based Measurement
• By Michelle K. Hosp, John L. Hosp, Kenneth W.
  Howell
• Published by Guilford Press, 2007

RTI A Practitioner's Guide to Implementing
Response to Intervention (Paperback) by Daryl F.
Mellard Evelyn Johnson
Response to InterventionPrinciples and
Strategies for Effective PracticeDr. Rachel
Brown-Chidsey and Dr. Mark W. Steege
2
Getting Started with Rti

• Response to Intervention Principles and
  Strategies for Effective Practice
• By Rachel Brown-Chidsey Mark Steege

• Goals of this years book study
• Better understand the Response to Intervention
  (RTI) model
• Understand the next steps that your school should
  take to implement RTI

3
Table of Content

• Chapters
• 1-Introduction What is Response to Intervention
  (RTI)?
• 2-NCLB, IDEIA, RTI Linkages across National
  Education Policies
• 3-RTI Instead of Discrepancy Models
• 4-Evidence-Based Interventions
• 5-Single-Subject Experimental Design
• 6-Single- Subject Research RTI A Natural
  Collaboration
• 7-Using RTI Procedures for Assessment of Academic
  Difficulties
• 8-Using RTI Procedures with Students from Diverse
  Backgrounds Considering Ability, Culture,
  Language, Race, Religion
• 9-Using RTI Procedures as Part of Special
  Education Eligibility Decision Making
• 10-RTI Reports Formal Evidence of Student
  Progress
• 11-Training Educators to Use RTI Methods
• 12-Frequently Asked questions and Our Best
  Responses Some Conclusions about RTI

4
Chapter 1Introduction What is Response to
Intervention (RTI)?
Definition RtI is the practice of (1) providing
high-quality instruction/intervention matched to
student needs and (2) using learning rate over
time and level of performance to (3) make
important educational decisions.

• Why is RTI different?
• Moving away from a Wait to Fail model
• Proactive approach helps to catch at-risk
  learners
• Assessment Instruction linked directly to
  objective data-based system with decision tree
• Different from past where students had to fail
  first before intense services were offered

5
Multi-tier Intervention Model

• Tier 3 Intensive, Individual Interventions
• Individual students
• Assessment-based
• Intense, durable procedures
• Tier 2 Targeted Grp Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Tier 1 Core Instructional Interventions
• All settings, all students
• Preventive, proactive

• Tier 3 Intensive, Individual Interventions
• Individual students
• Assessment-based
• Intense, durable procedures
• Tier 2 Targeted Grp Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Tier 1 Core Instructional Interventions
• All settings, all students
• Preventive, proactive

5
Behavior
Academic
STUDENTS
6
Problem Solving a Key Feature

• Systematic data-based problem solving

Nebraska Dept of Ed.
7
Stanley Denos Data-Based Problem-Solving Model

• Problem-solving steps Assessment
  procedures Evaluation decision

1.Problem identification 2.Problem
definition 3.Designing intervention plans 4.
Implementing the intervention 5. Problem solution
Observing/recording student performance Quantifyin
g the perceived discrepancy Exploring alternative
goals solution hypotheses Monitoring fidelity
of Intervention data collection Re-quantifying
the discrepancy
Does a problem exist? Is the problem
important? What is the best solution
hypothesis? Is the solution attempt progressing
as planned Is the original problem being solved
through this attempted solution?
8
BIG IDEAS ABOUT RTI
Chidsey Steege 2005
9
Chapter 2 NCLB, IDEIA, RTI Linkages across
National Education Policies

• No Child Left Behind
• All states must submit plans to the Secretary of
  Education that include evidence that they have
  content and achievement standards and aligned
  assessments, school report card procedures, and
  statewide systems for holding schools and
  districts accountable for the achievement of
  their students. (U.S. Dept of Ed, 2002)

10
Reading FirstGetting Started Toward RTI??

• NCLB required states to use evidence-based
  practices to teach and assess students reading
  skills
• Core reading areas must cover five reading
  domains identified by the National Reading Panel
  (2000)
• Specifically, NCLB requires states to use
  scientific evidence to enhance childrens reading
  skills.
• Professional development, instructional programs,
  and material used by a state education agency
  (SEA) or school district must focus on the five
  key areas that scientifically based reading
  research has identified as essential components
  of reading instruction,
• phonemic awareness
• Phonics
• Vocabulary
• Fluency
• reading comprehension

U.S. Dept of Educ., 2002
11
RTI in IDEIA 2004 Federal Regulations

• 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
• (1) May not require the use of a severe
  discrepancy between intellectual ability and
  achievement for determining whether a child has a
  specific learning disability as defined in
  300.8 Discrepancy Model
• (2) Must permit the use of a process that
  determines if the child responds to scientific,
  research-based interventions
• (3) Requires frequent evaluation of how
  well a students responds to interventions

Source IDEA (2004). US Department of Education
( 300.307)
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Chapter 3RTI Instead of Discrepancy Models

• Why moving away from Discrepancy Models
• IQ vs Achievement (limited use below age 10)
• IQ and general fund of knowledge dilemma
• Tables numbers game
• Slow learner vs LD research

www.ldonline.org/kidzone/showroom/artist079.html
13
RTI Instead of Discrepancy Models

• Eligibility Issues
• IDEIA 2004 did not change the definition of
  Specific Learning Disability (SLD)
• School psychologist are still required to assess
  the basic psychological processes including
  ability to listen, think, speak, read, write,
  spell, and do mathematical calculations
• Difference with RTI
• Focuses on students receiving scientifically
  based instruction and interventions
• Removes requirement of IQ Discrepancy Model
• Requires RTI data as a pre-requisite to
  evaluation
• Allows RTI methods data to be considered for
  eligibility