Spechal education

Review There are 13 categories of special education as defined by the

Individuals with Disabilities Education Act (IDEA).  In order to qualify for special education, the IEP team must determine that a child has one of the following:

• Autism • Blindness • Deafness • Emotional Disturbance • Hearing Impairment • Intellectual Disability • Multiple Disabilities • Orthopedic Impairment • Other Health Impaired • Specific Learning Disability • Speech or Language Impairment • Traumatic Brain Injury • Visual Impairment

SLDs Seen Most Often in School:

-Written expression (language) -Math calculation -Math problem solving -Reading fluency -Reading comprehension

TOPICS: Response to Instruction and

Intervention (RTII)

Multi-Tiered Systems of Support (MTSS)

The Discrepancy Model

Progression

Response to

Intervention

Response to

Instruction and

Intervention

Multi-Tiered Instruction

and Support

Response to Instruction and Intervention

• RTIII 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.

(Batsche, et al., 2005)

• Uses problem-solving to develop effective instruction/interventions.

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1. Criterion-Referenced Benchmark

The benchmark represents a level of proficiency needed for later school success. A good example of a commonly used set of benchmarks for reading are those that were developed for use with the DIBELS [Dynamic Indicators of Basic Early Literacy Skills].

Using the DIBELS benchmarks, for example, 3rd-grade students are at ‘low risk’ for reading problems if they reach these reading-fluency goals:

– Start of School Year: 77 Correctly Read Words Per Min – Middle of School Year: 92 Correctly Read Words Per Min – End of School Year: 110 Correctly Read Words Per Min

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2. Determine the likely reason(s) for the student’s depressed academic performance: There can be several possible underlying reasons why a student is doing poorly in an academic area. It is crucial to determine the reason(s) for poor performance in order to select an appropriate intervention:

• Skill Deficit: The student lacks the necessary skills to perform the academic task.

• ‘Fragile’ Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills.

• Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the academic task.

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3. Select a scientifically-based intervention likely to improve the student's academic functioning:

Any intervention idea chosen for the student should be backed by scientific research (e.g., research articles in peer-reviewed professional journals) demonstrating that the intervention is effective in addressing the student’s underlying reason(s) for academic failure.

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4. Monitor academic progress frequently to evaluate the impact of the intervention:

Under RTI, interventions are monitored frequently (e.g., Bi-weekly/Weekly) using valid and reliable measures that are sensitive to short-term gains in student performance:

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5. If the student fails to respond to a series of several well-implemented interventions, consider a referral to Special Education.

In the RTI model, the student would be referred for a special education evaluation if:

– A series of research-based interventions have been attempted – There is documentation that the interventions were carried out as

designed (treatment/intervention integrity) – Progress-monitoring data shows that the student failed to meet the

goal set for his or her improvement (that is, the student shows a ‘discrepancy in rate of learning’ relative to grade-peers).

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Tier I

Tier II

Tier III

How can a school restructure to support RTI?

Universal intervention: Available to all students Example: Additional classroom literacy instruction

Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Supplemental peer tutoring in reading to increase reading fluency

Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services. Example: Special Education

Monitoring Progress

• No more than 4 data points are needed before determining if the student is making progress

• Approximately 8 weeks of intervention time can be given

• Tier 2-monitor progress every 2 weeks • Tier 3-monitor progress every week

What is Multi-Tiered System of Support?

It is a broader approach to RTII

MTSS • A Multi-Tiered System of Supports (MTSS) is a term used

to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.

• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.

• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency .

MTSS

• Focuses on: – Core instruction – Differentiated learning – Meeting individual student needs – Standards aligned curriculum – Academics, behavioral, and social success

*Ensuring ALL students are successful!

3 Key Components of MTSS

1. Addresses the needs of all students

2. Provides a framework that aligns with school initiatives, supports, and resources

3. Implements continuous improvements at all grade levels

Function of MTSS What is MTSS? What is MTSS not?

An overall integrated system of service delivery

A special education approach

Effective for all students including those who are at risk for school failure as well as students with disabilities

An eligibility system – a way of reducing the number of students placed into special education

An excellent opportunity to more effectively align IDEA and NCLB principles and practices with standards drive instruction

Not limited to students with learning disabilities

A process designed to maximize student achievement

A way to avoid special education placement

Focused on outcomes A hoop to jump through to ensure special education placement

About student progress About labeling

Levels of Implementation

• Student • Classroom • Grade • Subject Area • Building • District

Multi-tier model of service delivery

• Standards Based Instruction

• Assessments to inform instruction

• Enables efficient use of school resources

• Evidence-based programs and practice

• Focus on integration & alignment with core (Academic & Behavior)

• Frequency & intensity of instruct/intervention match to student need

=+

Three Tiered Model of Student Supports

.

Tier 1 GOAL: 100% of students pass

benchmark assessments

Tier 1 effective if approx. 80% are meeting benchmark assessments with only access to Core.

Tier 2 For approx. 20% of

students

Tier 1 Core

+ Supplemental

…to pass benchmark assessments.

Tier 2 Effective if approx. 70- 80% of students in group improve performance (i.e., gap is closing)

Tier 3 For Approx 5% of

Students

Tier 1 Core

+ Supplemental

+ Intensive Individual

Instruction

…to pass benchmark assessments.

Tier 3 is effective if there is progress (i.e., gap closing).

Tier 3= a few students

Tier 2= some students

Tier 1= all students

District Example

Problem Solving Process

Did It Work? Response to

Intervention (RTII)

Did It Work? Response to

Intervention (RTII)

Problem Analysis WHY are they not doing

it? Identify Variables that

Contribute to the Lack of Desired Outcomes

Problem Analysis WHY are they not doing

it? Identify Variables that

Contribute to the Lack of Desired Outcomes

Identify the Goal What Do We Want Students to Know,

Understand and Be Able to Do? (KUD) CCSS

Identify the Goal What Do We Want Students to Know,

Understand and Be Able to Do? (KUD) CCSS

Implement Plan Implement As Intended

Progress Monitor Modify as Necessary

Implement Plan Implement As Intended

Progress Monitor Modify as Necessary

Why is Tier 1 So Important?

Student Performance and Resource Allocation

• If students are not successful in Tier 1 (Core Instruction), then additional supports (Tier 2, 3) are needed.

• In most schools, 80% of the resources (staff, space, busing, materials, etc.) are allocated to Tier 1 (Core)

Student Performance and Resource Allocation

• If only 40% of students in Tier 1 are proficient and 80% of the resources exist in Tier 1

Then….. • 20% of the resources are expected to

“fix” 60% of the students. • This will not work no matter how

effective supplemental, intensive the support might be.

So…….

• We must work to ensure that Tier 1 (Core instruction) is appropriate and effective in order to best support the success of students with disabilities.

• Unless, students with disabilities will never succeed in an environment that places ALL students at risk for success.

Characteristics of Instruction in each Tier TIER 1 TIER 2 TIER 3

NUMBER OF STUDENTS

Core instruction provided for ALL students

In addition to the Tier 1 Core instruction for SOME students

In addition to the Tier 1 Core instruction for a FEW students

CURRICULUM Standards Aligned Supplemental small group instruction

Small, intensive, flexible groups

CURRICULUM Research Based Core Program

Use of standard protocol interventions

Use of standard protocol interventions

ASSESSMENT Benchmark Assessment tools for all students 3-5 times per year

More frequent progress monitoring (every other week)

More frequent progress monitoring (every week)

WHO General education teachers

Specialist may assist with strategic instruction in the general education classroom or in homogeneous skill groups

Specialists plan strategic instruction in small groups within the general education classroom or separate setting

That is why the following appeared in IDEIA 2004/2006

• (5) SPECIAL RULE FOR ELIBIGILITY DETERMINATION- In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is—

(A) lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined in section 1208(3) of the ESEA of 1965);

(B) lack of appropriate instruction in math; or (C) limited English proficiency.

• As advocates for students with disabilities, we must be as concerned about the quality of Tier 1 instruction and outcomes as the quality of special education instruction.

• Most students with disabilities spend more time in Tier 1 than in any other level of instruction and support.

What WE need to do

Data Used for Evaluation

Which Line Represents the Greatest Growth?

Test 1 (Sept. 2013) Test 2 (Dec. 2013) Test 3 (Feb. 2014) 0

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20

30

40

50

60

70

Discovery Education Assessment Results: Math

Mikenzi

Class Average

Grade Average

P er

ce nt

C or

re ct

Which Line Grew the Most? How Do You Interpret Drop?

12 -F

eb -1

4

26 -F

eb -1

4

5- M

ar -1

4

12 -M

ar -1

4

19 -M

ar -1

4

26 -M

ar -1

4

2- Ap

r-1 4

9- Ap

r-1 4

16 -A

pr -1

4

23 -A

pr -1

4

30 -A

pr -1

4

0

10

20

30

40

50

60

70

80

90

100

On-task Classroom Behavior

Mikenzi

Trend Line

Peers

Goal Line

Aim Line

% o

f T

im e

O n

-t a

s k (

2 0

m in

.)

Baseline

What is the relationship between MTSS and students

with disabilities?

What is the difference between a student who is

significantly “behind” and one with a SLD?

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Intensity vs. Severity

Intensity is measured by how far behind a student is academically or how different the behavior is from peers or norms.

Severity is degree to which the student does or does not respond to evidence-based and well delivered intervention.

A student could have an intense problem, but catch up quickly. Not Severe

A student could have an intense problem, but NOT respond to well delivered interventions. Severe

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Intensity vs. Severity

An INTENSE problem is not necessarily a severe problem.

Students with disabilities exhibit BOTH intensity AND severity

Severity

• IF severity is defined as the degree to which students do or do not respond to increasingly intensified instruction

• THEN we must have a common language/common understanding of what is meant by intensified instruction and how we deliver intensified instruction

MTSS provides a systematic way to intensify instruction.

Intensifying Instruction

• Time – More time, more practice and rehearsal, more opportunity for

feedback

• Focus – Narrowing the range of instruction

• Reading: 5 Big Ideas, SOME of the 5 Big Ideas

• Type – More explicit, more frequent, errorless

Type of Instruction Needed: Specially Designed or Intensified?

Intensive vs. Specially Designed

• Intensive instruction: – Most time we can provide – Narrowest focus – Designed to overcome barriers (e.g., loss of

opportunity, lack of sufficient instructional time, background, language) that are not the result of a disability

• Specially Designed Instruction – Designed to reduce or eliminate the barriers related

to a disability

Characteristics of Specially Designed Instruction

• Focus is to reduce or eliminate the impact of a disability on academic and/or behavioral progress

• Designed specifically for an individual student following individual problem-solving

• Could be implemented in Tiers 1, 2 and/or 3 • Examples include: text to speech, unique

teaching strategies to teach a skill or alternatives to a skill, feedback protocols

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MTSS & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports.

The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic

and behavior instruction and supports.

Tier 2: Targeted, Supplemental Interventions & Supports.

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports.

General academic and behavior instruction and support provided to all students in all settings.

Revised 12/7/09

Integrating Academic, Behavior and Universal

Design Components in a MTSS

Integrated MTSS

Parallel System Integrated System

“MTSS”

Academic Behavior

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Highly Effective Practices: Research

• High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

• Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

• “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011)

• Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010) 48

School-wide Behavior & Reading Support

The integration/combination of the two: •are critical for school success •utilize the three tiered prevention model •incorporate a team approach at school level, grade level, and individual level •share the critical feature of data-based decision making •produce larger gains in literacy skills than the reading-only model

– (Stewart, Benner, Martella, & Marchand-Martella, 2007)

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What Elements MUST Be Present to Have and Integrated MTSS Model?

• Academic Skills and Academic Behaviors are identified for all students (Skill Integration)

• The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration)

• The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration)

• The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)

Student Achievement Student Performance

• Academic Skills – Goal setting tied to state/district standards – Common Core State Standards – Developmental Standards

• Academic Behaviors-Student Engagement – Behaviors associated with successful completion of the academic skills – On-task, listening, following-directions, ignoring distractions, self-

monitoring, goal setting, content of private speech – Productivity

• Inter-/Intra-Personal Behaviors – Behaviors that support social skills – Social/emotional development

Discrepancy Model

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What previous approach to diagnosing Learning Disabilities does MTSS/RTII replace?

Prior to RTII, many states used a ‘Test-Score Discrepancy Model’ to identify Learning Disabilities. • A student with significant

academic delays would be administered a battery of tests, including an intelligence test and academic achievement test(s).

• If the student was found to have a substantial gap between a higher IQ score and lower achievement scores, a formula was used to determine if that gap was statistically significant and ‘severe’.

• If the student had a ‘severe discrepancy’ [gap] between IQ and achievement, he or she would be diagnosed with a Learning Disability.

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Limitations to the ‘test-score discrepancy model’ (Gresham, 2001):

• Requires chronic school failure BEFORE remedial/special education supports can be given.

• Fails to consider that outside factors such as poor or inconsistent instruction may contribute to a child's learning delay.

• A ‘severe discrepancy’ between test scores provides no useful information about WHY the student is doing poorly academically.

• Different states (and even school districts within the same state) often used different formulas to diagnose LD, resulting in a lack of uniformity in identifying children for special education support.

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Why is RTI now being adopted by schools?

Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004.

• This Federal legislation provides the guidelines that schools must follow when identifying children for special education services.

• Based on the changes in IDEIA 2004, the US Department of Education (USDE) updated its regulations to state education departments. The new USDE regulations: – Explicitly ALLOW states to use RTI to identify LD – FORBID states from forcing schools to use a ‘discrepancy model’

to identify LD

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IDEIA 2004-05 Federal (US Dept of Education) Regulations: What do they say about LD diagnosis? § 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—

(2) 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]

(3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention…[‘RTII’ Model]

NOTE: [bracketed comments added]

Source: IDEA (2004, 2005). Proposed Regulations from US Department of Education (§ 300.307)

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What does RTI look like when applied to an individual student?

A widely accepted method for determining whether a student has a Learning Disability under RTI is the ‘dual discrepancy model’ (Fuchs, 2003). – Discrepancy 1: The student is found to be performing

academically at a level significantly below that of his or her typical peers (discrepancy in initial skills or performance).

– Discrepancy 2: Despite the implementation of one or more well-designed, well-implemented interventions tailored specifically for the student, he or she fails to ‘close the gap’ with classmates (discrepancy in rate of learning relative to peers).

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Target Student

Discrepancy 1: Skill Gap (Current Performance Level)

Avg Classroom Academic Performance Level

‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003)

Discrepancy 2: Gap in Rate of Learning (‘Slope of Improvement’)

RTII Activity

Discussion Questions- Use Chart from D2L

1. Review the websites on D2L; come up with a description of each and additional helpful information provided for RTII/MTSS.

2. How does the information from these websites further your understanding of RTII/MTSS?

3. How would you implement RTII/MTSS in your school?

4. What additional changes would you make towards RTII/MTSS implementation based on your findings in your building?

5. How would using this information be helpful when addressing student concerns with parents?