why rti? enhancing outcomes for all students what is response to intervention? rti is not: just a...
TRANSCRIPT
Why RTI? Enhancing Outcomes for All Students
What is Response to Intervention?
RTI is not:• Just a special education initiative• Only for students with disabilities • Only for beginning reading• Only for non-Title I and non-ESL students• A way of reducing costs or eliminating special
education or the LD category• This year’s summer reform or a short-term
implementation based on “RTI in a Box”• A way to fix schools with weak core instruction
Response to Intervention is:• A set of processes for coordinating high quality
service delivery in schools• A multi-tiered, layered instructional approach that
prevents problems first, and then brings increasingly intense interventions to students who don’t respond
• Making instructional decisions based on data • Integrating entitlement programs with general
education• Primary goal: Improving academic and behavioral
outcomes for all students by eliminating discrepancies between actual and expected performance
Components of RTI
• Universal, population- based screening and progress monitoring; decision-making based on data to modify instruction
• Implementation of evidence- based interventions in general education, and for targeted supplemental and intensive intervention
• A coordinated, seamless system of service-delivery connecting prevention and remediation
• Data that provides information relevant to eligibility for special education
• Parent involvement and team-based decision-making
Key Concepts
• Problem Solving vs. Standard Protocols• Multi-tiered instructional delivery system• Early intervention: no “wait to fail”• Risk vs. Deficit• Reduction of identification biases• Continuous progress monitoring• Focus on student outcomes and the elimination of
instructional casualties• Parental involvement at early stages of intervention
Three Tier Model for Academic and Behavioral Outcomes (NADSDE, 2006)
The Context for NCLB and RTI
• Reading scores are flat• Ethnic achievement gap large and persistent-
associated with poverty: 37% of fourth graders read below “basic” level with a high incidence of black and Hispanic students at this performance level
• Large Federal investment in education and research, especially beginning reading
• Limited evidence that Federal initiatives are effective
Is Compensatory Education Effective?
• Insufficient accountability for results in Title 1 programs: overall effect size of .11 (very small: Borman & D’Agostino, 2006)
• When effective, limited to school reform models, whole school curriculum reform, and small group tutorials
• NCLB now requires specific forms of accountability for results and introduces Reading First as an effort to prevent reading problems
Why prevent? Special education alone can’t fix reading problems
• Number of children identified as LD in special education has increased dramatically since 1975
• Half of the 6.2M children identified for special education- 6% of all children in schools
• 80- 90% identified for reading disabilities (up to 40% of all in special ed)
IDEA 2004 moves toward NCLB with its focus on EIS, RTI, and “lack of appropriate education in reading or math”
• General education and special education (and other programs) must work in concert
Change in Reading Skill for Children with Reading Disabilities in Special Ed : .04
Standard Deviations a Year
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More Bad News
• Resource rooms: Bentum & Aaron (1997): 4 years in resource room placement associated with no growth in reading and decline in IQ; Foorman et al. (1997): no acceleration relative to original status even with reading support
• Inclusion: Vaughn and colleagues: 80% of students with LD show no growth in reading in supported inclusion classrooms (similar findings by Zigmond)
• Where’s the intensity and differentiation?
Pretest, Posttest, and Follow-Up for the Woodcock Reading Basic Skills Cluster by Group
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Pretest Posttest Follow-up
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Treatment (N=37)
Control (N=32)
Blachman et al., (2004)
Interval in Months Between Measurements
P-Pretest Pre Post 1 year 2 year
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LPSPEP
Growth in Total Reading Skill Before, During, and Following Intensive Intervention-
Torgesen et al. 2001)
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Remediation Requires Intensity
Reading fluency remained quite impaired (Torgesen, 2001)
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Pretest Posttest 1-year 2-year
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Comprehension-88
Rate-72
Early Intervention is Possible
• Risk characteristics present in Kindergarten and G1
• Assess all children, monitor progress, and and INTERVENE- first in the classroom and then through supplemental instruction
• Screening measures for reading, math, and behavior
Early Intervention is Effective
Prevention studies in reading (and behavior) show that 70- 90% of at risk children (bottom 20%) in K- 2 can learn to read (or behave) in average range (Fletcher et al., 2007) Courtesy Carolyn Denton
Differences in Outcomes for Basic Reading Skills and Rate in Prevention vs. Remediation
Studies
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Remed. I Remed. II Prevent. I Prevent. II Research Bases
Early Intervention Doesn’t Work for Every Student
• Even the very best prevention programs leave behind 2-10% of the school population
• Need to reduce the numbers in order to effectively implement remedial programs
• How do we connect prevention and remediation?
Link general education and special education through multi-tiered instruction and RTI
Linking Prevention and Remediation: A General Education Perspective
Tier 1: Primary InterventionEnhanced general education classroom instruction for all students.
Tier 2: Secondary InterventionTargeted intervention in general education, usually in small groups.
Tier 3: Tertiary Intervention .Intervention increases in intensity and duration. Child may be considered for special education
http://www.texasreading.org/3tier/
If progress is inadequate, move to next level.
Implementing the 3-tier model of reading
How to start: Universal screening, progress monitoring, professional development for classroom teachers, supplemental intervention, intensive intervention
Focus is always first on the classroom and then on supplemental and intensive intervention
Screening and progress monitoring must be in place because instructional decisions are driven by data on student performance
Tier 1: Enhanced core reading instruction
• Primary model: begins in the classroom with professional development, assessment, and better materials
• Goal is differentiated instruction and monitoring response to instruction through comprehensive content and classroom management
• Implemented by classroom teacher with a 90’ core and multiple grouping format
Content: 1998 NRC Report 2000 NRP Report
• Consensus documents• Instruction can prevent reading difficulties• Emphasized integration of:
– Explicit alphabetic instruction: word recognition
– Reading for meaning: comprehension– Active engagement: fluency
In an integrated, comprehensive approach to reading instruction
Reading Instruction Must be Integrated from K- G12
• If a critical component is missing, students who are at- risk will not develop the component
• Success and failure in reading are opposite sides of the same coin- it’s the same theory, not two theories, one for success and another for failure
• Instruction is the key
(see Simmons and Kame’enui Consumer’s Guide to Evaluating Core Reading Program: http://reading.uoregon.edu/appendices/con_guide_3.1.03.doc)
Tier 2: Targeted Intervention
• Typically homogeneous small group instruction, but can be additional dose in the classroom by a person other than the classroom teacher
• Adds to instructional time (typically 20- 40’) and supports classroom instruction
• Progress monitoring essential to gauge level of intensity and adjust instructional emphasis- if child is progressing, why put a time limit?
• Many approaches may work
Converging Evidence• Small-group intervention is just as effective as 1:1
intervention (Elbaum et al., 2000)
• In reading, Tier 2 content is the same as for effective classroom intervention: explicit instruction in the alphabetic principle, reading for meaning and opportunities to learn- emphasis shifts, but you get what you teach
www.fcrr.org
Tier 3: Intensive Intervention
• Can be delivered by interventionist with most expertise; funding source should not be determining factor
• Goal is to dramatically increase intensity and differentiation through more individualization
• Content may be significantly different from first two levels as it is even more targeted
• More individualization and more time required
Implementing the 3-tier model for behavior
How to start: Universal screening, progress monitoring, professional development for classroom teachers, targeted intervention, intensive intervention
Focus is always first on the school-wide population and prevention, and then on targeted and intensive intervention
Screening and progress monitoring must be in place because decision- making is driven by data on student performance
http://www.pbis.org/
Early Screening• Most students don’t have behavioral/social
difficulties
• Mass screening based on short teacher questionnaires that nominate students with internalizing or externalizing behavior (Systematic Screening for Behavior Disorders; Walker & Seversen, 1992)
• Review of data: Cumulative records, attendance reports, office referrals, behavioral referrals
Tier 1
• Clearly articulated school- wide expectations, procedures, rules, and social skills
• Lesson plans for teaching the school-wide plan• Methods for systematically recognizing positive
behaviors in students and classrooms• Interventions for classes that have high office
referrals, low achievement, poor attendance• What social skills does the
school/district/community want students to display?
Tier 2
• Targeted, selective intervention for students identified as needing more support through screening and who do not respond to universal preventative efforts
• May include social skills groups, group counseling, or mentoring approaches
• Progress monitoring based on teacher ratings, office referrals, or more specific charting of problem behaviors
• Involve parents and decision-making team
Tier 3
• Focuses on individual students, but always in the context of the classroom
• Conduct a formal, functional behavioral assessment or extensive rating
• Continue to match services, resources, and student needs
• Develop a Behavior Plan that is monitored for reductions in key behaviors and a significant focus on increases in desirable behavior
• Observe in classroom, involve the parents, and report to team
RIOT
RIOT: A Problem Solving Approach (Heartland)• Review• Interview• Observe• Test- implement interventions and gather data
about what works: self monitoring, rating scales, goal attainment scaling, behavior report cards
Team- based decision- making at all tiers
Progress Monitoring Tools
• Goal Attainment Scaling and Daily Behavior Report Cards
• Identify and operationalize target behaviors• Create measureable descriptions that can be
scaled so that change can be identified in relation to intervention
• Monitor fidelity of implementation
Reading and Behavior: A Comparison
READING BEHAVIOR
DECISION-MAKING TEAM
General educator, special educator, reading specialist, Title I, ESL, school
psychologist, etc.
General educator, special educator, behavior specialist, Title I, ESL, school
psychologist, etc.
UNIVERSAL SCREENING Curriculum based measurement SSBD, record review
PROGRESS MONITORING Curriculum based measurement Incidents, GAS or GDBS
EFFECTIVE INTERVENTIONS
Three proficiencies: word recognition, fluency, comprehension
Social skills training, token economy, active supervision, behavioral contracting, group contingency management, function-
based support, self-management
TIERS Core, supplemental, intensive School-wide, selective, intensive
Adapted from Sugai, 2007
Secondary Schools
Principles are the same, especially for behavior• Screening and progress monitoring must be in
place• Team- based decision making
Literacy is a central focus• Primary: Focus on comprehension and
vocabulary instruction across content areas• Secondary and Tertiary represent alternatives
depending on the type and severity of reading difficulties
Its Not Just Comprehension
• Need to know who is “at- risk”
• What domain is the initial focus of intervention?
• How much progress is the student making?
Screening and Progress Monitoring
• Can history on state high stakes test be used as a screening tool? Its not just about passing…
• Further evaluate of those who don’t achieve a critical level- passing may not be adequate
• Since rate of growth in reading is slower, do PM probes need to be done as frequently?
• Individual vs. group administrations
TCLD Middle School Study
• Typical Readers (pass TAKS), n=974:
– 23% had difficulty in one or more domains– 8% Decode, 13% Comp, 11% Fluency--37% Comprehension; 44% decode/fluency
• Struggling Readers, n=1032:
– 75% difficulties in one or more domains– 81% decode/fluency; 19% comprehension
• 6% Decode• 12% Fluency• 19% Comp• 32% Decode or Fluency, Comprehension• 31% Decode, Comprehension, Fluency
Tier 1
• Support and involve content teachers in a common set of procedures and strategies for teaching vocabulary and comprehension
• Help content teachers work with academically diverse students who range in reading level
• Focus on how to comprehend texts used in content areas and on how to think like content experts
• Focus groups and extensive professional development
Tier II Intervention
• Read above grade 3 level• Approximately 50 minutes daily as a reading
class• Class size 1:10 (?)• Could involve decoding, fluency, and/or
comprehension
Tier III Intervention• For Inadequate responders to Tier II or students
reading below grade 3 level– Standardized protocol: highly specified
procedures and practices for implementing intervention
– Individualized protocol: instructional procedures and practices implemented with adaptations and accommodations to respond to individual student needs
– Could involve decoding, fluency, and/or comprehension
• 1:5, 50 minutes daily
Reading rates (words per minute) by grade indicative of instructional needs in decoding, comprehension, and
fluency for students who do not pass TAKS
Measure D,F,C F,C C
G6 Passage <67-91 92- 108 > 109
G7 Passage <67-89 90-118 > 119
G8 Passage <74-101 102-124 < 125
Enhancing Reading Comprehension: Carnegie Reading
Next Report
1. Direct, explicit instruction in the strategies and processes that support proficient reading instruction
• summarizing, questioning, clarifying, predicting• comprehension monitoring: awareness of how they
understand while they read• teacher modeling, scaffolding, and apprenticinghttp://www.all4ed.org/publications/ReadingNext/index.html
Explicit Instruction
• Regardless of the approach, teachers make instruction explicit when they explain how and when to use strategies and model implementation; help students use them in multiple contexts in different content areas and genres; scaffold support
Enhancing Reading Comprehension: Carnegie Report
2.Teach comprehension in content areas • language arts teachers should use literature to
teach comprehension explicitly• content teachers (science, history) provide
explicit instruction and practice in comprehension specific to the subject area: emphasize the reading and writing practices that are specific to the content area (read and write like historians, mathematicians, scientists)
• use tools like graphic organizers, outlines, structured reviews embedded in content
Enhancing Reading Comprehension: Carnegie Report
10. Comprehensive, coordinated literacy plan PS- 12
• Interdisciplinary, interdepartmental, across- grade and coordinated with outside resources and the community
• Leadership and commitment from building and district leaders
• Professional development targeted to instruction
• Evaluate students and programs
IDEA 2004: RTI or Discrepancy? A Special Ed Perspective
• (2)(i) The child does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the [8 domains of achievement] when using a process based on the child’s response to scientific, research-based intervention; or
• (ii) The child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments, consistent with §§300.304 and 300.305;
What’s Wrong With IQ- Discrepancy?
• IQ- discrepant and non- discrepant low achievers do not differ significantly in behavior, achievement, cognitive skills, response to instruction, and neurobiological correlates once definitional variability accounted (Siegel, 1992; Stuebing et al., 2002)
• Status models cannot be reliable based on a single assessment (Francis et al., 2005)
Research Bases
RD Groups
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PhonologicalAwareness
Rapid Naming Vocabulary Paired AssociateLearning
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Discrepancy (Yale Center) Fletcher et al., 2007
Discrepancy (Yale Center) Francis et al. (1996)
Intervention Studies Addressing the Discrepancy
Hypothesis
Strong relation with Word Recognition Outcomes?Study IQ IQ- Discrepancy
1. Foorman et al., 1998 No --2. Hatcher & Hulme, 1999 No --3. Torgesen et al., 2000 No --4. Torgesen et al., 2001 No --5. Vellutino et al., 2000 No No6. Wise et al., 1999 Yes* --*Only 1 of 3 outcome measures
Stuebing et al. (under review): overall R2 of .023
Low Achievement Model
• Designate a cut point on the achievement dimension
• Strengths: Strong validity, linked to intervention, easy to implement
• Weaknesses: Cut point, does not measure the underlying construct (can’t differentiate poor readers when the cause is known to be related to emotional difficulty, economic disadvantage, and inadequate instruction)
• Necessary but not sufficient: Status models based on a single assessment will never be reliable
What do cognitive assessments add?
• Processing subtypes weakly related to intervention outcomes; NO evidence that knowledge of cognitive strengths and weaknesses facilitates intervention
• No additional information not found in achievement profiles; Connor: academic profiles differentially predict intervention outcomes
• Not sure of what cognitive processes to measure outside word recognition
• Cognitive deficits DO NOT reliably indicate biological causation; LD is an interaction of biological and environmental factors
Connor: ATI studies
• Code vs. meaning-focused instruction interacts with child characteristics: providing more code- focused instruction for students weak in word reading and mode meaning-focused instruction to students weak in vocabulary/comprehension resulted in significantly higher reading comprehension scores compared to controls
Connor et al., Science, 2007, 315, 464-5.
Center for Clinical Neuroscience- Papanicolaou
Neural Signature of Reading Disability (Papanicolaou)
Neural Response to Intervention
Does the pattern of brain activation change in response to intervention?
8 children with severe dyslexia
8 week intense phonologically- based intervention (2 hours a day= up to 80 hours of instruction)\
Simos et al., Neurology, 2002
Demographic Information Child Gender Age
(years/mo)WJ-III pre (%)
WJ-III post (%)
IQ Medication
1 M 15 13 55 103 Adderal
2 M 10 2 59 95 Ritalin
3 M 10 2 38 110 Ritalin
4 F 8 3 55 105 Ritalin
5 F 7 2 50 110 Ritalin
6 M 7 18 60 101 __
7 M 11 1 38 98 Ritalin
8 M 17 1 45 102 __
Intervention Normalizes Brain Function (Simos et al., 2002)
Quality instruction is Directly Linked to Learning Problems and Learning Disabilities
Instructional factors are underestimated as a cause of LD (Fletcher et al., 2007)
• Skills that prevent LD can be taught--they must be taught early in school
• Some children placed in special education may be instructional casualties because they did not get adequate instruction when it would be most effective
Research Bases
IDEA 2004: Inadequate instruction is an exclusion
To ensure that underachievement…is not due to lack of appropriate instruction in reading or math, the group must consider…
(1) Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and
(2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.
A NEW IDEA? IDA DEFINITION OF DYSLEXIA
Dyslexia Dyslexia is a specific learningis a specific learning disability that is disability that is neurological in origin. It is characterized by difficulties neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of result from a deficit in the phonological component of language that is often language that is often unexpectedunexpected in relation to other in relation to other cognitive abilities and cognitive abilities and the provision of effective classroom the provision of effective classroom instructioninstruction. Secondary consequences may include . Secondary consequences may include problems in reading comprehension and reduced reading problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and experience that can impede the growth of vocabulary and background knowledge.background knowledge.
Adopted by the Board of Directors: November 12, 2002Adopted by the Board of Directors: November 12, 2002
Special Education Cannot Close the Gap
Identification based on failure- traditional model (IQ discrepancy) has weak scientific foundation
• System oriented to procedural compliance, not services and outcomes
• Wait to Fail model that sometimes stabilizes but rarely remediates
• Remediation is not a solution to acceleration• Outcome studies show little evidence of acceleration
New Alternatives: Response to Instruction (Intervention)
• Universal screening and serial curriculum- based assessments of learning in relation to instruction
• Identification is more reliable than when based on a single assessment
• As one criterion, student may be LD if they do not respond to instruction that works with most students (i.e., unexpected underachievement)
• May identify a unique subgroup of underachievers that reflects an underlying classification that can be validated (Al- Otaiba & Fuchs, 2002; Vellutino et al., 2003)
• Implemented with a multi- tiered intervention model that integrates general and special ed
• School-wide change- not just enhanced pre-referral services
REFERRAL SCREENING
ELIGIBILITY TESTING
Not Eligible Eligible
TREATMENT
Responders Non-Responders
NEW MODEL
TREATMENT 1-2
Responders Non-Responders
Monitor ELIGIBILITY TESTING
Not Eligible Eligible
TREATMENT 3
Non-RespondersResponders
Monitor
Decisions for RTI• Leadership • How to screen and monitor progress?• Criteria for inadequate response• How to target professional development?• Standard protocol vs. problem solving model• Role of special education and assessment professionals• What constitutes the comprehensive evaluation?• Role of parents
Screening• The first step is to KNOW who is at risk-
benchmark all students 2-3 times a year• Rapid identification of children who are “at- risk”
for academic and behavioral difficulties• Assessment must take into account teacher time• More accurate to identify students are not “at-
risk” so more teacher time can be devoted for those “at- risk”
• Screen to identify those least “at- risk” and assess those who do not know the concepts
Progress Monitoring
The second step is to monitor progress of students identified as “at risk”- are students learning at rates that demonstrate adequate progress relative to district and state benchmarks?
Short, probe assessments of reading fluency, math computations, and problem behaviors most widely utilized to monitor progress and signal the need for more intense instruction
http://www.studentprogress.org/
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Description: Inadequate response to quality instruction.
This student has responded poorly to the intervention strategy. After an initial adaptation period of five days, the teacher implemented the strategy as designed for the duration of the intervention period. In spite of this assistance, the student's rate of learning throughout the period has been slow. This response-to-instruction pattern indicates that the student's lack of progress is more likely the result of learning difficulties than a lack of effective instruction. Specially designed instruction is likely needed for this student to acquire and retain new information (courtesy Joe Kovaleski)
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Description: Student responds well to quality instruction.
This student responded well to the intervention strategy. After an initial adaptation period of six days, the teacher implemented the strategy as designed for the duration of the intervention period. With this assistance, the student's rate of learning throughout the period was steady and in a positive direction. This response-to-instruction pattern indicates that the student's difficulties are more likely the result of a lack of effective instruction than a disability. This student does not display a high degree of need for special education because he can demonstrate acquisition and retention with adapted instruction in the regular classroom (courtesy Joe Kovaleski). .
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Description: Response to instruction cannot be determined.
This student has responded poorly during the intervention strategy. However, in spite of support, the intervention was not implemented as planned throughout the intervention period. Consequently, it cannot be determined whether the student's lack of progress are more likely the result of learning difficulties or a lack of effective instruction. Another period of support is needed to assist the teacher to implement the strategy as designed in order to make a conclusion about this issue (courtesy Joe Kovaleski).
Criteria for Inadequate Response
• Can be norm- referenced or criterion- referenced benchmark
• Benchmarks can be “national” or local• End point, slope, or both?• Key is to account for change- studies show that
criteria based on rate of change and final end point (double deficit- slope and end point)
• May be resource driven• Operates to move students through tiers and as
a data source for special education
Professional Development• RTI is system wide change- must build gradually
and scale- may take several years• Break down the intervention silos• PD must target the general education teacher, esp.
in reading and behavior• Major obstacle: How do you organize PD if the
district has multiple core reading and supplemental programs are tied to silos?
• What is the link between classroom and supplemental intervention?
• District-wide plans that coordinates instruction and focuses PD around a small number of core and supplemental approaches
Standard Protocol vs. Problem Solving Models
• RTI has 2 instructional origins- reading (standard protocol) and behavior (problem solving)
• Ultimately both require the use of data to drive decision making
• Reading usually evolves into a standard protocol because of the numbers
Problem Solving Model
• Team- based decision- making• Define the problem, generate alternative
strategies, build a consensus, help the teacher implement, monitor progress, reconvene
• If your school has a shared decision making process, you have a problem solving approach- just add some data!
Standard Protocol
• Data from screening and progress monitoring used to route student into interventions of increasing intensity
• Instructional strategies tied to different indicators of student need based on data
• Differentiation occurs in grouping and selection of strategies (usually severity of difficulties)
How Many Tiers?
• No set number, but 3 is a minimum and its easy to have too many
• Often hinges on decisions about role of special education- a tier or a separate service
• In most implementations intensive intervention occurs as the third tier before special education is formally invoked (referral can be made at any point in the RTI process)
Special Education• Special education MUST BE part of the continuum of
services. IDEA services reserved for students with instructional needs so intense they cannot be provided in general education (or the student needs the protections of IDEA),
• Special education services should facilitate prevention; IDEA permits 15% of Part B funds for EIS
• Eligibility linked to outcomes of previous tiers, but can occur at any stage
• In a RTI model, itinerant professionals change from experts on placement to experts on monitoring instructional response and determining intervention strategies
Comprehensive Evaluation• IDEA 2004 requires a comprehensive evaluation• Allows more flexibility- little evidence supporting
extensive assessments of IQ, cognitive skills, and processes: focus on academic and behavioral strengths and weaknesses
• In a RTI model, student comes to interdisciplinary team with data that is one necessary part of the evaluation- goal is determine if special ed is best intervention
• More emphasis on writing an effective IEP • Progress monitoring continues
Role of Parents
• Must be involved from the beginning• Inform parents of risk status and what is being done• Provide data on instructional response• Respond directly with questions about eligibility for
special education• Help parents understand that eligibility for special
ed services is not the highlight of educational experiences
• In RTI implementations, due process issues are usually reduced
Who is LD/EBD?
• The student who does not respond to quality intervention: hard to teach, not unable to learn
• Poor reading, persistent behavior AND inadequate response to intervention
• Discrepancy relative to the expectation that ALL children can learn
• Requires closer integration of general education and special education
• One system, not two- all students are general education students first!
Why RTI?
1. Focus shifts from who is eligible to concerns about providing effective instruction: breaks down the silos
2. Identification is not dependent on teacher referral
3. Allows placement of student in intervention immediately rather than after time-consuming and often delayed expensive assessments.
Why RTI?
4. Student’s referral includes data indicating how the student has responded to various interventions
5. “Appropriateness” of instruction measured, not surmised
6. Promotes unity of special ed and general ed- a seamless system: Lines up NCLB and IDEA 2004
We Have the Tools! We don’t apply the tools in schools!
There is a wealth of evidence- based programs and strategies for students poorly prepared for social and behavioral difficulties, academic learning and with or at-risk for LD (Sugai & Horner, 2006, School Psych Review; Swanson et al., Handbook of LD, Guilford, 2003; Fletcher et al., Guilford, 2007).