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(    v@0e0e?Subtitle 2`0  /d [Joan Parker, Principal, HKMS Dr. Donna Dekle, Director/Special Services September 30, 2009 \ \ \ @` 3f3f80___PPT10.BМeF- r(  1   x 0e0e?Rectangle 2p /d eSRBI* and the New LD Guidelines   (    x0e0e?Rectangle 3p@  /d .(CT s version of Response to Intervention and the new determination of Learning Disability) (^ Z Z_ _ @`  F@?Text Box 4` @  '*Scientific Research Based Intervention ( 2' (  3f3f80___PPT10.B%- 4,(     x0e0e?Rectangle 2j  / RAcknowledgements     x0e0e?Rectangle 3Pe / zSelected slides for this presentation were developed by: Elizabeth Ann Parker, School Psychologist Joan Parker Donna Dekle*9 B 9B {@` 3f3f___PPT10i.وs<+D=' = @B +"s- ~v ^(  &   xG0e0e?Rectangle 2p /d ZBackground Information (  3f3f___PPT10i.Ոs(+D=' = @B +\ c[@C(  7   x@X0e0e?Rectangle 2j  / k)IDEA 2004: Specific Learning Disabilities* * *   x`Э0e0e?Rectangle 3Pe /  The LEA shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, reading fluency, mathematical calculation, or mathematical reasoning. ,F  ( F @` 3f3f___PPT10i.Ȉs+D=' = @B +"V ]U` =(   5   x`0e0e?Rectangle 2j  / i'IDEA 2004: Specific Learning Disability( ( (   x߭0e0e?Rectangle 3Pe /  In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientifically research-based interventions. & _a  @` 3f3f___PPT10i.Ɉs*+D=' = @B +"8 '$(  $& $  x@0e0e?Rectangle 20  / ZMajor Conceptual Shift "  $  x`0e0e?Rectangle 3e / /Old System was based on a Deficit Model of assessment and intervention An RTI System is based on a Risk Model They share some features They are different in significant ways8  < @  @` $ vA??1410354Picture 41410354   3f3f___PPT10i.oN&l+D=' = @B +"40 |(t((\((  ( (  x@P0e0e?Rectangle 2j  / O Deficit Model  R ( L@P?Text Box 3D pAssumption: In every distribution of kids, some of them have specific deficits and therefore will fail to learn.$q AgA q u  MR (C (Group 4#"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!0\drs/downrev.xmlDOk@ouDĊP#Lٷ!͟o-zf76M#z\mYA@V\*?pYccL ͞h;'g_a6tKn;>Ȯ!M#WQ* *li_Q8lqO5I|6 i+nPK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!0\drs/downrev.xmlPKM R,$D / ( L !P?Text Box 5 MRI  hHistorical Practice: The job of the assessor is to assess students to identify their deficits so we can provide services. We use the best tools available, matched to students presumed deficits. 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Some kids are at risk of not learning them.$z ApA z 1 , L qI?Text Box 4"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!sdrs/downrev.xmlDN0EH5H쨓PHVj$4ۤcu{|9N |kYA:I@WV\+(wow5vI<,Ws̵=mEQABK髆 cv`vxpi  ,C (Group 5#"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!0\drs/downrev.xmlDOk@ouDĊP#Lٷ!͟o-zf76M#z\mYA@V\*?pYccL ͞h;'g_a6tKn;>Ȯ!M#WQ* *li_Q8lqO5I|6 i+nPK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!0\drs/downrev.xmlPKh O,$D /B , PԔ?Line 6KX / l , 3 <@AB:CDEHF,QRUVWX8c?9630-*'$u!bN9$  v`J4wcO<)}m^OA3& ~{yurozlrijfbc\`U]NZIWBT<Q7N2K.H)E%B ?<9630 - * '$!     "%(,/26:=BEJNSVZ_cimrx|~{xvrolifc`]ZWTQNKHEB? <963$0*-0*7'<$B!HNTZ`fl r y~ !',28=CGMRX^bhmrw~}{xusolifc`]ZWTQNKHEB?<9630-*'$ !#( + 037<?DGLORWZ]beilotwz~~|xuroligc`]ZWTQNKHEB?<9630 - *'$! ! # %()+-.134679;=>@ADEGHJKLOPQSTUXYZ[]^_abdefghjk~l{nyouprqorltiufvdw`x]yZzW{T}Q}N~KHEB?<9630-*'$!  {xvrolifca]ZWTQNKHEB?<9630-*'$!  @:<#nH!,vd9?Fx\5?viR,@n6Hk"Cdf>Z4&5CP[wfQq*xmG":<:Freeform 7L> zB , J>?Line 8p p   , R@uI?Text Box 9 g  pMinimum ProficiencyC    , N`vI?Text Box 10  c Achievement A    , NwI?Text Box 11[  ]LowC    , NxI?Text Box 12] 1  ^HighC   3f3f}u___PPT10U.jQ+ΖD' = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*,%(D' =-s6Bwipe(left)*<3<*,D' =%(D' =%(DD' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*,%(D' =-s6Bwipe(left)*<3<*,+8+0+,/ +"U \T0<(  0H 0  x0e0e?Rectangle 2=  / |6What Is Scientific Research Based Intervention (SRBI)?7 7 7 0  xyI0e0e?Rectangle 30 / pA comprehensive, multi-tiered intervention process to enable early identification and intervention for students at academic or behavioral risk. Provide differentiated levels of instructional/behavioral interventions to increase student achievement for ALL students. An alternative to the discrepancy model for the identification of students with learning disabilities..q Zq q @` 3f3f___PPT10i. +D=' = @B +", 3+4(  4& 4  xyI0e0e?Rectangle 2j  / ZKey Components of SRBI "  4  xP0e0e?Rectangle 3P0 / CData driven decisions by teacher teams Universal Screening of academics and behavior Multiple tiers of increasingly intense interventions Differentiated curriculum-tiered intervention strategy Use of scientifically research-based interventions Continuous monitoring of student performance Benchmark/Outcome assessmentT' P P. P P PD D @` 3f3f___PPT10i.pq+D=' = @B +"   8p(  8 8 N,P?Rectangle 2 T &   8 H)P?Rectangle 30P ^" o ( 8 pb RG?Continuum of Time, Intensity and Data Increases High Tower TextWordArt 4P>4 8 a<~ R?Percentage of Students Requiring Intensive Supports Decreases High Tower TextWordArt 5 8 F`&P?Text Box 6P JTier 3: Intensive Interventions for Low Performing Students Alter curriculum, Add time, support resources& 0mG gC  m  8 F'P?Text Box 7` m OTier I: Benchmark and School Wide Interventions for Students on Grade-level (benchmark) and All Students (Effective Instructional Practices provided within the General Education Curriculum) J  G C A   8 HP?Rectangle 80  Tier 2: Strategic and Targeted Interventions for Students At Risk for Failure Strategic Instruction, Increased Time and Opportunity to LearnLO?G IC ?C   R  8 f\O|I) ?AutoShape 9 N   R  8 h @~I) ?AutoShape 10@ N   tB  8 LԔ?Line 11 tB  8 LԔ?Line 12@ tB  8 LԔ?Line 13@ tB 8 LԔ?Line 14ppptB 8 LԔ?Line 15   8 H`O?Text Box 16` tSRBI/RTI Framework G   / 8  zO0e0e?Rectangle 17Pe / m "    @` 3f3f___PPT10i.Е+D=' = @B +"  @<(  < <  xO0e0e?Rectangle 2j  / STier 1 Functions    <  xO0e0e?Rectangle 3Pe / aUniversal screening Data analysis teaming School-wide behavior supports Whole group teaching "a  b b @` 3f3f___PPT10i. *+D=' = @B +"  `@(  @ @  xO0e0e?Rectangle 2j  / SResults of Tier 1   @  xO0e0e?Rectangle 3Pe / VContinue effective practices for responders Non-responders begin tier 2 interventionsW W W @` 3f3f___PPT10i.B;+D=' = @B +"  D(  DN D  x O0e0e?Rectangle 2j  / @Tier 2: Strategic Interventions& ! ! !5 D  x O0e0e?Rectangle 3"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!"ddrs/downrev.xmlDQO0M5M:$ePA pY/pmBmxǓs|e;5ƣ 4ׇh$v֐<,7s,a b|T}ɹi#ۓI:!EpY5&=(ih}}y^Mj]ɶ9~qW3`bobN꯼ޤi1ZC H~6_PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!"ddrs/downrev.xmlPKPeH$ / / Tis scientifically research-based. has a high probability of producing change for large numbers of students. is designed to be used in a standard manner across students. is usually delivered in small groups. is often scripted or very structured.   @` 3f3f___PPT10..pnp+LFD8' = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(DR' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D"%(D' =-6B%slide(fromBottom)*<3<*D"D' =%(D' =%(DR' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D"l%(D' =-6B%slide(fromBottom)*<3<*D"lD' =%(D' =%(DR' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Dl%(D' =-6B%slide(fromBottom)*<3<*DlD' =%(D' =%(DR' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D%(D' =-6B%slide(fromBottom)*<3<*DD' =%(D' =%(DR' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D%(D' =-6B%slide(fromBottom)*<3<*D+8+0+D/ +"  Hg(  H7 H  x O0e0e?Rectangle 2j  / k'Tier 2: Strategic Interventions (cont.)( (" ( H  x0e0e?Rectangle 3Pe / $Increased opportunity to learn Increased instructional time Increased assessment Data collection and analysis once per month Data-based decision-making BQ ZJ Z ZQJ @` 3f3f___PPT10i. ?Zw+D=' = @B +"6 =5L(  L- L  x O0e0e?Rectangle 2j  / aResults of Tier 2 Interventions    L  xO0e0e?Rectangle 3Pe / lCycle responders back to tier 1 or continue with tier 2 intervention Identify non-responders for tier 3 . ( % m m @` 3f3f___PPT10i.?[+D=' = @B +" P(  P- P  xO0e0e?Rectangle 2j  / aTIER 3: Intensive Interventions   j P  xO0e0e?Rectangle 3Pe / Definition: Academic and behavioral strategies, methodologies and practices designed for students significantly lagging behind established grade-level benchmarks in the general education curriculum or who demonstrates significant difficulties with behavioral and social competence. : b?,K  @` 3f3f___PPT10i. +D=' = @B +" Ti(  T% T  xO0e0e?Rectangle 2j  / YWhat are interventions?   T  x`P0e0e?Rectangle 3Pe / 8Targeted assistance based on progress monitoring Administered by teacher or specialist Provide additional instruction (individual or small group) Match materials to instructional level Modify modes of task presentation   @` 3f3f___PPT10i.0!+D=' = @B +"  X(  X9 X  x.P0e0e?Rectangle 2j  / mTier 3: Intensive Interventions "# F X  x`,P0e0e?Rectangle 3Pe / z Use of standard protocols Supplemental instructional materials Can be outside the general ed. Classroom Additional tutoring with identified staff Intensive progress monitoring Data driven instructional decision making for continuation or change 8 Z Z Z  @` 3f3f___PPT10i.`ȩ+D=' = @B +" @\(  \- \  x *P0e0e?Rectangle 2j  / aResults of Tier 3 Interventions    \  x $P0e0e?Rectangle 3P / UCycle responders back to tier 2 Consider alternative intervention for non-responders.  5 V V @` 3f3f___PPT10i.@R+D=' = @B +" ``(  ` `  xO0e0e?Rectangle 5`  / State of Connecticut Criteria for Determining Whether a Student has a Specific Learning Disability and is Eligible for Special Education $ $(  3f3f80___PPT10.B@w"z pd(  d d FO?Text Box 5p P 2   d N O?Rectangle 60  6The Connecticut State Department of Education has adopted the following criteria, consistent with 34 CFR 300.309, to be used by all public agencies to determine whether a student has a specific learning disability:    3f3f80___PPT10.Bڞ" h(  h h  zO0e0e?Rectangle 11Pe / rThe child does not achieve adequately for the child s age or meet state-approved grade-level standards in one or more of the following areas when provided with learning experiences appropriate for the child s age or state-approved grade-level standards: oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem solving;. Z.8T  @` 3f3f80___PPT10.Bi"W l(  l% l  xO0e0e?Rectangle 2j  / YCT SDE criteria cont.   2 l  x O0e0e?Rectangle 3Pe / fThe child does not make sufficient progress to meet age or state-approved grade-level standards in oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem solving when using a process based on the child s response to scientific, research-based intervention; "~ ` ~ @` 3f3f80___PPT10.B G"B p(  p% p  x@O0e0e?Rectangle 2j  / YCT SDE criteria cont.    p  x`O0e0e?Rectangle 3Pe / QThe child has been provided with explicit and systematic instruction in the essential components of scientific, research-based reading instruction or math from a qualified teacher, including documentation of regular assessments of achievement;   @` 3f3f80___PPT10.BM"S t(  t% t  xO0e0e?Rectangle 2j  / YCT SDE criteria cont.   . t  xO0e0e?Rectangle 3Pe / bThe child s learning difficulties are not primarily the result of a visual, hearing or motor disability; an intellectual disability; emotional disturbance; cultural factors; or environmental or economic disadvantage, or limited English proficiency; and    @` 3f3f80___PPT10.B" x(  x% x  x` Q0e0e?Rectangle 2j  / YCT SDE criteria cont.    x  x!Q0e0e?Rectangle 3Pe / ^The disability must adversely affect the child s educational performance and, as a result, the child requires special education to address her or his unique educational needs.   @` 3f3f80___PPT10.B8" |(  |  |  x`#Q0e0e?Rectangle 4j  / TAs of July 1, 2009  k | F$Q?Text Box 5pp  in order to identify a student with a specific learning disability, the Connecticut State Department of Education no longer permits the use of: "    3f3f80___PPT10.B " )! (     x$Q0e0e?Rectangle 3Pe / A severe discrepancy between educational performance and measured intellectual ability IQ-achievement discrepancy)(Connecticut State Department of Education, 1999),    @` 3f3f80___PPT10.B@J" ZR:(  0   x`&Q0e0e?Rectangle 2j  / dAND no longer requires:      x'Q0e0e?Rectangle 3Pe / A disorder in one or more of the basic psychological processes that impacts the areas of educational weakness (Connecticut State Department of Education, 1999).   @` 3f3f80___PPT10.B6"L )! (    N)Q?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~@Q0e0e?Rectangle 3 1  / N    3380___PPT10.وsdL )!0 (    NQ?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~Q0e0e?Rectangle 3 1  / N    3380___PPT10.Ոs`SL E=P%(    N`Q?Rectangle 7_   l* C      r0e0e?Rectangle 2   /0   ~Q0e0e?Rectangle 3 1  / jChange in the law---    3380___PPT10.ԈsVL )!p (    N`Q?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~Q0e0e?Rectangle 3 1  / N    3380___PPT10.ԈsVL )! (    N`Q?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~Q0e0e?Rectangle 3 0  / N    3380___PPT10.o[" ]L (    N`Q?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~Q0e0e?Rectangle 3 0  / In the Deficit model the assumption is that every kid have specific deficits and therefore the job of the assessor is to identify their deficits so we can provide services.    3380___PPT10.ykaL (    NQ?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~Q0e0e?Rectangle 3 0  / In the Risk model the assumption is that all kids will learn basic skills to a basic level of proficiency and some students are at risk of not learning them. The job of the assessor is to identify students who are at risk of not learning basic skills to minimum standard of proficiecny---and identify patterns of performance on instructionally relevant sub skills. This data is used to figure what and how to teach these students.     3380___PPT10.ykw L (    NQ?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~Q0e0e?Rectangle 3 1  / Early identification and intervention are the key. Tools such as (DIBELS, Benchmarks, progress monitoring, etc) help us to identify students early and intervene. The more students receiving intervening earlier, the more successful and fewer requiring identification for special education. However, even those requiring special education will reap the benefits of additional, functional information and more truly intensive special education services.    3380___PPT10.g@,L L phP(    NQ?Rectangle 7_   l* C      r0e0e?Rectangle 2   /[   ~Q0e0e?Rectangle 3 1  / ?Being able to make decision based on progress monitoring data. @ @ @  3380___PPT10. L H@0((    NQ?Rectangle 7_   l* C      r0e0e?Rectangle 2   /3   ~Q0e0e?Rectangle 3 1  / mThe favorite triangle.     3380___PPT10.`s?GN[ L P(    N0S?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~ 1S0e0e?Rectangle 3 1  / Perhaps in the notes mention that today many schools are setting aside a large piece of time during which all staff work in the reg. ed. Classroom on the core curriculum.    3380___PPT10. L )!p (    N3S?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~ 4S0e0e?Rectangle 3 1  / N    3380___PPT10.`s?GNiL )! (    N6S?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~ 7S0e0e?Rectangle 3 @  / N    33L umU(    N9S?Rectangle 7_   l* C      r0e0e?Rectangle 2   /`   ~ :S0e0e?Rectangle 3 1  / DSmaller group---allow student more opportunity for active engagementE E E  3380___PPT10.ඐL )! (    NS?Rectangle 7_   l* C      r0e0e?Rectangle 2   /   ~T0e0e?Rectangle 3 1  / &Academic and behavioral intervention directed to a small group of students, seriously at risk for academic failure. 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RTI??? So What?? SRBI* and the New LD GuidelinesAcknowledgementsBackground Information*IDEA 2004: Specific Learning Disabilities(IDEA 2004: Specific Learning DisabilityMajor Conceptual ShiftDeficit Model Risk Model7What Is Scientific Research Based Intervention (SRBI)?Key Components of SRBI Slide 12Tier 1 Functions Results of Tier 1!Tier 2: Strategic Interventions(Tier 2: Strategic Interventions (cont.) Results of Tier 2 Interventions TIER 3: Intensive InterventionsWhat are interventions? Tier 3: Intensive Interventions Results of Tier 3 InterventionsState of Connecticut Criteria for Determining Whether a Student has a Specific Learning Disability and is Eligible for Special Education Slide 23 Slide 24CT SDE criteria cont.CT SDE criteria cont.CT SDE criteria cont.CT SDE criteria cont.As of July 1, 2009 Slide 30AND no longer requires:  Fonts UsedTheme Slide Titles_/CarolWCarolW  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmopqrstuwxyz{|}Root EntrydO)Pictures}uCurrent UservSummaryInformation(PowerPoint Document(DocumentSummaryInformation8n