special education statistics 2006-2007 6.7 million children and youth received special education...
TRANSCRIPT
RESPONSE TO INTERVENTION
BY: JULIE BOWMAN
Special Education Statistics 2006-2007
6.7 million children and youth received special education services
About 9 percent of all children and youth ages 3–21.
Vocabulary
Response to Intervention Learning Disability Progress Monitoring Adaptations Instructional Support Team Instructional Assessment Process
Response to Intervention The practice of providing high quality
instruction and interventions.
Before identifying a student with a learning disability.
Response to Intervention
Designed to assure that the regular education continuum of services is used effectively for all students prior to referral for special education services.
Serves as an initial screening
Learning Disability
Affects the way a person or child learns
Response to InterventionFour Steps
Data collection and analysis involving student performance data and assessments
Identification of target areas and interventions
Developing framework or plans to be implemented within the targeted areas
Implementation of plans , progress monitoring and evaluation
Benefits of Four Step Process Substantial increase in the number of
students succeeding in school.
Significant decrease in the number of students needing special education services.
Progress Monitoring
Scientifically based practice Used to assess students’ academic
performance Evaluate the effectiveness of instruction Implemented with individual students or
an entire class.
ReadingAccuracy
31-Aug 8-Sep 14-Sep 6-Oct 13-Oct 20-Oct89 76 92 95 100 94
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Progress Monitoring
0
20
40
60
80
100
120
8/3
1/2
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6
9/7
/20
06
9/1
4/2
00
6
9/2
1/2
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9/2
8/2
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6
10
/5/2
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6
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/12
/20
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10
/19
/20
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MathDCPM
31-Aug 8-Sep 14-Sep 6-Oct 13-Oct 20-Oct13 15 15 16 20
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Progress Monitoring
0
5
10
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8/31
/200
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9/7/
2006
9/14
/200
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9/21
/200
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9/28
/200
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10/5
/200
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10/1
2/20
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Adaptations Changing format not content
Types of adaptations
Performance adaptations
Instructional Support Team Bridge between special and regular
education Helps the regular classroom teacher Facilitate the best use of support services
Instructional Assessment Process Indentifies gaps between curricular
demands and the student skill level.
Determine appropriate curriculum and
instructional levels.
Provides data about the effectiveness of the strategies used.
Problems in Traditional System
Deliberate separation of special education from general education
Lack of documentation (teaching methods)
Eligibility determination procedures Prevention and early identification Lack of matching instruction to strengths Overrepresentation of minority students
(ESL)
Progress Monitoring
Do the progress monitoring, data collection and several intervention strategies make a difference during the identification process?
Progress Monitoring Huge difference. Allows teachers to know what works
best. Find appropriate teaching methods. Decrease the number of students being
identified.
RTI
Do the Right to Intervention methods improve or hinder the identification process of students with disabilities?
RTI All students benefit
Instruction is closely matched to the students needs and abilities
References Batsche, G., Elliot, J., Graden, J. (2005). Response to Intervention. Policy
Considerations and Implementation,5-13. Feir, R. (1992, March).Refining Pennsylvania’s funding mechanism and program rules
for special education. Paper presented at the annual meeting of the American Education Finance Association, New Orleans, LA.
Fuchs, D., Mock, D., Morgan, P.L., & Young, C.L.,(2003) Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.
Gickling E. and V. Thomspon. (1985). A personal view of curriculum-based assessment. Exceptional Children, 52: 205-218.
Gresham, F.M. (1985). Strategies for enhancing the social outcomes of mainstreaming: A necessary ingredient for success. In The consequences of mainstreaming handicapped children (pp.193-218).
Huck, R., R. Myers, and J. Wilson (1989). ADAPT: A developmental activity program for teachers. (2nd ed.) Pittsburgh: Alleghany Intermediate Unit.
Reynolds, M.C., M.C. Wang, and H.J. Walberg (1987). The necessary construction of special and regular education. Exceptional Children, 53:391-398.
Rosenfield, S.A, & Gravois, T.A. (1996). Instructional consultation teams: Collaborating for change. New York: Gilford.
Stellar, A. (1988). Effective schools research: Practice and promise. Bloomington, IN: Phi Delta Kappa.