RTI and the Discrepancy Model-Leslie Oeftering

RTI: RESPONSE TO INTERVENTION

Evidenced-based intervention

Tier I

Instruction of all students in general class

Monitor progress

80% of students

Tier II

Intense evidenced-based instruction 

·         Identify and define the area of concern

·         Design the intervention and progress monitoring plan

·         Implement the plan

·         Evaluate progress

Progress monitoring

10-15% of students

Tier III

Intense evidence-based instruction in small   group or individually

Progress monitoring

5-10% of students

Referral for testing

Comprehensive evaluation

+Pros

Earlier identification and prevention of disabilities, reduced numbers of minorities referred for SpEd, responsibility of general education teacher, materials that are evidenced based (or) scientific researched, focus on outcomes and increased accountability, no labeling, promotes shared responsibility and collaboration

-Cons

Financial expense, delay recognizing disabilities, not all children respond to intervention, concept of LD lost, rights and protections of students with disabilities protected, neurobiological correlates of LD need to be considered

                      

DISCEPTANCY MODEL

I.                   General education teacher notes student academic and behavior difficulties

II.                Teacher calls on pre-referral team for strategies for improvement

III.              Teacher implements interventions and monitors progress

IV.               A member of the Collaboration Team makes an observation

V.                 Referral for a formal evaluation

VI.               Information is gathered: History from birth, family history, educationally relevant medical findings, native language, grades

VII.          Cognitive abilities  and achievement test administered

VIII.       Discrepancy found between intellectual ability and achievement

   

               IEP  

Independent Educational Plan

 (Progress monitored)

-Cons   Quantitative and qualitative information should be combined, using IQ score to measure potential may not be useful,  poor achievers often have similar learning characteristics, whether high IQ or low IQ score, discrepancy formulas vary from state to state

Obtaining Data for an Evaluation-Leslie Oeftering

          Gathering information on a struggling student is an important step in the process of assessment.  The child’s history both medically and academically is usually the first step. Secondly, an observation is made by someone other than the classroom teacher.  Formal and informal assessments are the final components. By using as many sources as possible leads to a better outcome.

            Getting a complete case history on a student is the best place to start, often even before   requesting a referral.  The history should include the prenatal history, birth, and developmental milestones.  When I was teaching kindergarten I had a student who was demonstrating problems in long term memory and would not be promoted to first grade.  When I shared my concerns with the parents I found out the girl was adopted and that her birth mother had been a drug addict.  Her natural sister, who had also been adopted, had learning disabilities that the school had not recognized until the third grade. The family thanked me for the early referral. A family history will also include asking about disabilities in other family members.  Some disabilities run in families.

            While conducting the interview, usually with the mother, you will also want to ask about adaptive behavior skills that involve daily living skills, socialization, communication, safety, leisure, and independent behavior.  Life changes in the family such as death and divorce need to be considered, but remember on these issues one must be sensitive to the family.

            A case history should include the health history past and present.  Ear problems as a child may affect language skills, asthma drugs can make a student hyper and other medication, such as sinus medications, may have a drowsy affect. Most evaluations will require an eye exam and hearing test. This search most likely will involve the school nurse.

            A member of the Collaboration team will make an observation of the student in a classroom setting.  The observer should be as discreet as possible so the child acts as they normally would.  The observer is looking and asking questions: How are their gross and fine motor skills and coordination? Do they have a correct pencil grasp and write legibly? Has the student adjusted to the class and its schedule and procedures? Does the child attend to a task and for how long? Does the student respond to the teacher and his/her peers? Are they organized and have materials ready? How does the child react to a problem? Are they independent or wait to be prompted? While you are there to observe the student you may need to note how the teacher responds to the student as well.

            Standardized tests can give useful information toward an indication of a problem especially when looking at the subtests, but be careful not to over generalize.  Standardized tests do not give enough information alone and needs to be used in combination with other information. It is important to know the test norms, how it was standardized, the reliability and validity when looking at the results and what they mean.  Standardized tests can be biased to certain cultures, and they do not assess class learning.

            Informal assessment measures probably provide the greatest source of information on student ability.  Informal assessment can come in several forms, from criterion-referenced test that show growth through mastery level testing to curriculum-based measurements that test over a boarder sample and more frequently, to portfolio assessment that tracks growth over a time period and through various stages of development.  Informal assessments measures students in natural setting with natural materials.  Individual levels are assessed during informal assessment not against group levels as in standardized tests. 

            Case history, observation, and standardized and informal testing all provide information in the process of assessing a student.  If one is left out a key component may be missing in helping to identify the problem.  While the process may be time consuming it is important to be thorough. While the information may not be needed during the actual assessment it may be relevant when deciding on accommodations and services.  The sources of information will be numerous from parents, students, teachers, counselors, and the school nurse.

Challenges of NCLB-Leslie Oeftering

       While I believe the No Child Left Behind (NCLB) Act has drawn attention to some of the forgotten children in this country, those that fall between the cracks, the negatives out way the positives.  It is not the idea of NCLB but the way we have gone about correcting the problems of those we pass along without the ability to read or do simple math. In the “NCLB Truth and Consequences” video several key points were made about the problems with NCLB; no national standards, too many standardized tests, too long in receiving results, stronger students leaving poor performing schools, and teaching to the test.  While assessing student yearly may let one see overall growth or decline the results are not received quick enough or often enough to effect teaching practices at the moment. Effective assessment should be on going to the specific environment to determine what is working or not and the teacher should adjust to meet the needs to produce true improvement. Teaching students how to answer to the test does not develop the analytical skills needed in today globally society.  Ken Kay, President and founder of the Partnership on 21^st Century Skills, defined five skills needed to succeed; critical thinking, problem solving, collaboration, communication, and global awareness.  If these are the skills needed to succeed should we not teach and engage student in activities that foster that growth?  The standards we set must include these elements.  Teaching to standardized tests, that many teachers must do, does not provide the opportunities to foster these skills and encourage creativity. The United States has no national standards, but each state decides their own standards.  In the countries that are outperforming the U.S. academically such as China, Finland, and Singapore there are strong national standards.  Andreas Schleicher, Head Analyst of OECD comments it is not as much the environment that a child is in but the clear standards of what is expected and the quality of teaching.  These higher performing countries do not tell teachers what to teach but encourages creativity, accountability, and provides good support systems for them.  The emphasis in the U.S. should be in training and supporting good teaching.  Unfortunately teachers in the U.S. are not given the importance they should for the job they must accomplish. Good teachers often leave to teach in lower paying jobs in private schools so they can teach they way they want to or they leave the profession altogether.  Students and their parents also seek out private schools to get the quality of teaching they provide.  When a school is low performing it is not the low performing students that leave but the successful ones seeking better schools.

            Let us hope as the government gets set to readdress NCLB the emphasis is on good teaching standards that prepare our students for the global world. 

http://www.pbs.org/wnet/wherewestand/category/video/

http://www.youtube.com/watch?v=hSTzLlLQx3c

Just saying HI!

Just saying "Hi" and congrats for getting this off the ground!!!

brian