Book StudyThe 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

Getting Started with Rti

Response to Intervention: Principles and Strategies for Effective Practice

By Rachel Brown-Chidsey & Mark Steege

Goals of this years book study1. Better understand the ‘Response to Intervention’ (RTI)

model

2. Understand the next steps that your school should take to implement RTI

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

Chapter 1Introduction: What is Response to Intervention (RTI)?

• 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

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.

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

STUDENTS

BehaviorAcademic

80%

5%

15%

Multi-tier Intervention Model

Problem Solving a Key Feature

• Systematic & data-based problem solving

Nebraska Dept of Ed.

Stanley Deno’s Data-Based Problem-Solving Model

Problem-solving steps Assessment procedures Evaluation decision

1.Problem identification

2.Problem definition

3.Designing interventionplans4. Implementing the intervention5. Problem solution

Observing/recording studentperformanceQuantifying the perceiveddiscrepancyExploring alternative goals & solution hypothesesMonitoring fidelity of Intervention& data collectionRe-quantifying the discrepancy

Does a problem exist?

Is the problem important?

What is the best solution hypothesis?

Is the solution attempt progressing as plannedIs the original problem being solved through this attempted solution?

BIG IDEAS ABOUT RTI

RTI Component “BIG IDEA”

High-quality instruction All children deserve effective instruction that leads to achieving functional skills

Frequent assessment Continuous assessment leads to skill improvement

Data-based decision making

Adjustments to instruction must be based on data.

Chidsey & Steege 2005

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)

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 children’s 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,

1. phonemic awareness2. Phonics3. Vocabulary4. Fluency5. reading comprehension

U.S. Dept of Educ., 2002

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)

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

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