New Mexicos Response to Intervention Model

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New Mexicos Response to Intervention Model

• Dan Farley
• NMPED
• Assessment and Evaluation
• Bureau
• June 5, 2007

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What is Response to Intervention (RtI)?

• A three-tiered model of appropriate instruction
  and intervention, decision rules, and criteria
• Scientific, research-based instruction and
  intervention
• Fidelity
• Progress Monitoring
• The instructional process that all general
  education teachers and Student Assistance Teams
  (SATs) are required by the NMAC to follow in New
  Mexico prior to referral to Tier III

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Special Education/IEP TeamSpecialized
ProgramProvided by an IEP1-5 of Students
Tier III
SAT/504 TeamIndividual Research-based
Interventions/AccommodationsSmall Group
Instruction5-10 of Students
Tier II
General EducationAppropriate InstructionStandard
Core CurriculumClassroom wide80-90 of Students
Tier I
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Why RtI in New Mexico?

• The following subgroups did not make AYP at the
  State level in 2006 in reading or math

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What must be done?

• Increase the quality of instruction
• Increase the intensity of instruction
• Increase the fidelity of instruction
• Increase the use of reliable progress monitoring
  instruments
• Align all systems toward instruction (P.S. this
  includes athletics!)
• Others?
• RtI promises to improve practices
• in all of these areas!!

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Are we in the right room?

• National LRE Setting 1 Average 54.4
• NM LRE Setting 1 Average 49.7
• NM Ranks 40 out of 50 states in Setting 1 data
• North Dakota LRE Setting 1 Average 78.6
• (Source 2005 IDEA Part B
• Education Environment data,
• www.ideadata.org)

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Why RtI?National Perspective

• Numerous authorities (Fletcher et al., 1998 Lyon
  et al., 2001 Fletcher, Coulter, Reschly,
  Vaughn, 2004 Stanovich, 2005 Gersten Dimino,
  2006) have identified problems with severe
  discrepancy models.
• Emphasizes student outcomes, not student deficits
  (Kavale, et.al., 2005)
• It supports the learning of all students (think
  AYP and using RtI as a school improvement model)
• It does not wait to fail
• Black William (1998) Formative assessment has a
  .4 to .7 treatment size effect for struggling
  students

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RtI Background

• Fuchs and Fuchs (1998) introduced the important
  concept that a student, in order to be considered
  to have a learning disability, must be dually
  discrepant.
• Howell and Nolet (2000) detail a number of ways
  to alter instructional conditions to assess the
  effects of motivation and other variables on
  acquisition of knowledge
• Kameenui and Simmons (2002) conceptualize the
  first phase of intervention to be at the
  general education basic or core curriculum level

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RtI Background

• Gresham (2002) reviewed the current body of
  literature and reached the following conclusions
• The concept of a validated intervention protocol
  is supported by research.
• A combination of Direct Instruction and
  Strategy Instruction is the most productive in
  effecting growth
• OSEP conducted the 2002 Learning Disabilities
  Roundtable

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2005-06 RtI Workgroup

• The Project Involved
• NMPED staff
• REC staff
• LEA staff
• Parents of students with disabilities
• Public comment

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NMPEDs RtI Guidance Document

• Instructional Map (page 7)
• Use as a professional development tool
• The tool helps teams to find gaps, as well as
  lack of grade level articulation
• What are we doing right now?
• What areas should we address?
• What resources must be brought to bear to address
  this need?

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NMPEDs RtI Guidance Document

• Levels of Intensity Matrix (page 10)
• Based on fundamental researched premises, not
  fads, that make sense to all teachers
• Looks at
• Program Emphasis
• Time
• Grouping for Instruction
• Assessment

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NMPEDs RtI Guidance Document

• Decision Rules (pages 11-12)
• Required components
• Tier I to Tier II?
• Tier II to Tier III?
• Discontinuation of special education services
• Flowchart for visual learners (page 13)

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How does the SAT fit In?

• Core Members (Example)
• Chairperson (Principal)
• Facilitator (Gen. Ed. Teacher)
• Recorder (Counselor)

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COREMEMBERS
The TEAM
specialists and/or other resourcepersonnel
teacher or staff member who brought the concern
parent (and student if appropriate)
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Some Discussion Points

• What are the current SAT processes where you
  work?
• Do they follow state guidance (the SAT Manual)?
• Are SATs meeting student needs?
• What are some important challenges youve faced,
  or think you will face this coming year?

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Implementation Timeframe

• (2003- 04) SAT Manual published
• (2004- 05) NM TEAM published with initial RtI
  Framework and dual discrepancy criterion
• (2005- 06) RtI Guidance Document published
• (June 2007) Updated SAT Manual published
• (2007- 08) RtI Pilot Projects 7 Schools
• Dual Discrepancy Model may be used in districts
  whose RtI processes are generating reliable and
  valid data. Eligibility decisions made therein
  must be defensible.
• July 1, 2009Dual Discrepancy model will be
  required in K-3

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RtI Response to Intervention

• SHOW ME THE DATA!
• Systems change
• (RtI AYP)
• Roles and Duties
• Professional Development
• Funding/Resources
• Data-driven decision making based upon a
  standardized set of rules

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Summary

• RtI is embedded in the SAT process for all
  students
• Plan will take statewide commitment
• RtI is a promising instructional practice
• Using the data to make eligibility decisions
  under the SLD category, but
• Need to see more data to support dual discrepancy
  evaluation model

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NMPEDs SAT Resources

• Student Assistance Team Manual http//www.ped.stat
  e.nm.us/resources/downloads/sat.manual.html
• Addressing Student Behavior A Guide for All
  Educators http//www.ped.state.nm.us/seo/disciplin
  e/guide.htm
• NM Technical Evaluation Assessment Manual
  http//www.ped.state.nm.us/seo/library/nmteam.htm
• Technical Assistance Manuals and Documents
  http//www.ped.state.nm.us/seo/library/manuals.htm
  
• Coming soon! Section 504 Guide
• A Comprehensive Analysis of Interventions for
  Students with Learning Disabilities A
  Metaanalysis of the Literature. H. Lee Swanson,
  Maureen Hoskyn Carole Lee

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Online RtI Resources

• www.interventioncentral.org
• www.whatworks.ed.gov
• www.studentprogress.org
• www.nrcld.org
• http//iris.peabody.vanderbilt.edu/onlinemodules.h
  tml
• http//www.ode.state.or.us/initiatives/idea/rti.as
  px
• http//www.region4.nycenet.edu/instruction/ais/ais
  downloads/Math-Toolkit-Summary-Revised-12-16-05.pd
  f

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Revised NM TEAM

• IDEA 2004 Regulations included
• FAQs included
• NMAC rules have been revised (implementation at
  K-3 by July 1, 2009 will be required)
• Guidance regarding the SLD eligibility criteria
  pending (high quality phrase will be removed)

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Comments/ Questions?

• Please contact
• Dan Farley
• 300 Don Gaspar Ave., Room 123
• Santa Fe, NM, 87501
• [phone]
• dan.farley_at_state.nm.us