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Special Topics in RTI: Special Education, Culturally and Linguistically Diverse Learners, Universal Design for Learning, Secondary Education, & Choosing Evidence Base Practices. Name Here Institutional Affiliation Here. Today’s Objectives.

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Name Here Institutional Affiliation Here

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  1. Special Topics in RTI: Special Education, Culturally and Linguistically Diverse Learners, Universal Design for Learning, Secondary Education, & Choosing Evidence Base Practices Name Here Institutional Affiliation Here

  2. Today’s Objectives • Understand the role of special education in the RTI model. • Understand what is meant by a continuum of supports. • Understand how you use a comprehensive data system. • Understand how data can be used to decide if a student can exit special education. • Understand how different types of behavioral data can be incorporated into the decision making process. • Understand what assistive technology is and how it can be monitored using the RTI model. • Understand the role of treatment integrity and basic method of measurement. • Understand how RTI and can work effectively for culturally or linguistically diverse learners. • Understand universal design for learning and how it can be integrated into a comprehensive RTI model. • Understand how comprehensive RTI could be implemented at the secondary level. • Understand how to select Evidence based Practices

  3. Changing the Role of the Special Educator: Avoiding the Pitfall of Change • What is the current role of the special education teacher today? • Based on what we have learned about RTI, what might need to change?

  4. Keeping the “Baby” • While it is important not to waste time on ineffectual practices effective, RTI compels us to keep practices with a solid evidence base. • We don’t have to “through the baby out with the bathwater”

  5. The Special Educator and RTI: The Interventionist • What does it mean to be an interventionist? • How does that compare to other roles special educators assume? • How comfortable are we with special educators as interventionist?

  6. Continuum of Supports High Intensity Supports (e.g., behavior support plans, modifying the curriculum) • Low Intensity Supports (e.g., prompts, extra time on tests)

  7. Reducing the Duel Discrepancy: Job of the Special Educator Note: DI = Direct Instruction

  8. Developing a Comprehensive Data System • High Frequency Data Collection • CBM • Academic and Social Behavior • Connected to IEP Goals • What RTI methods of assessment have we already learned about? What are we implementing? What do we still need to build a comprehensive data system?

  9. Data Tracking Conditions on Graphs and in IEP objectives Given one verbal prompt to focus her attention, Jennifer will read aloud randomly selected third grade level passages with 85 words correct per minute for three consecutive CBM probes by May 15 with data collected by the educational staff • Write the “on the condition” on the CBM data collection sheet (e.g., make a note of the prompt). • Create an informal data sheet to compliment the CBM data collection sheet. • Graph changes in conditions alongside student progress. • Use phase lines ( a line in the graph marking where the change took place) to mark significant changes, as seen in Figure 6.2. • Small tweaks (see chapter 3) should be noted with an arrow.

  10. Data Tracking Conditions on Graphs and in IEP objectives • Critical to a comprehensive RTI models is that we monitor students in deficit and non deficit areas • Create an informal data sheet to compliment the CBM data collection sheet. • Graph changes in conditions alongside student progress. • Use phase lines ( a line in the graph marking where the change took place) to mark significant changes, as seen in Figure 6.2. • Small tweaks (see chapter 3) should be noted with an arrow.

  11. Data Tracking in all Domains: Keeping it Comprehensive Avoid the “Sliding Effect” In the past we only kept track of IEP goals for mastery. Keep track of all domains, even if the student has no deficit in the area. Monitoring of multiple domains permits educators to use the data to prevent further educational difficulties With a comprehensive approach we can avoid the “sliding effect”

  12. New vs. Old Assessment Comprehensive RTI Traditional Special Education IEP team and Special Education Teacher are responsible for monitoring Annual assessment of strengths and weaknesses Informal measures for progress monitoring • Student participates in schoolwide monitoring • Ongoing progress monitoring across domains • Uses validated progress monitoring when available

  13. New vs. Old Assessment Comprehensive RTI Traditional Special Education IEP Benchmarks and Goals Criterion referenced testing is based on short term objectives matched to a logical instructional sequence Student data is based on national norms, or not normed at all • Focus on prevention and IEP Goals • Teacher makes instructional adjustments based on empirically valid CBM data • Student data is compared to classroom and district data

  14. Finding an Exit Strategy • RTI may present the opportunity for exit from special education • Be conservative in your decision making • Base all exits from special education on the data • There is no empirically validated “right” time • Use a trial period in general education Suggested criteria: • Student makes progress at the rate and level of typical peers with minimal supports for 6 weeks • Student then tries to without supports for 8 weeks

  15. Exiting Special Education • If a student starts to regress, bring back supports • If a student needs the support succeed, they can always be placed in general education classroom with services and supports The goal is success, not just to exit!

  16. Social Behavioral Competency • Functional Behavior Assessment • Measures of Academic Engaged Time • Daily Behavioral Report Cards

  17. There can be a connection between AET and Student Progress

  18. Make the Social Behavior and Academic Connection in your Data

  19. Making it work for you Brainstorm In small groups brainstorm how what social behavior and academic data you can track together. Think of these things: What data do you have? What data can you get? Do you have form or data system to integrate academic and social behavior data? If not, what might it look like? Who needs to keep track of the data?

  20. Finding The Function

  21. Possible RTI Solutions for Escaping Functions • Escaping Tasks: provide 1:1 intervention to improve skill • Escaping Attention: provide opportunity to learn independently • Escaping Sensory Stimulation: consider sensory/ medical/mental health solutions

  22. Possible RTI Solutions for Obtain functions • Obtain activities or objects: provide opportunity to earn activity for successful learning • Obtain attention: provide opportunity for social attention during instruction or contingent on success • Obtain sensory stimulation: consider sensory/ medical / mental health solutions

  23. Assistive Technology and RTI • Assistive technology (AT) must be considered by the IEP Team according to Individuals with Disability Education Act (IDEA) • Assistive technology is employed with the goal of providing compensatory support to a student. • It can be the use of low-tech (e.g., symbols to help students communicate) or high tech (e.g., computer programs) to provide compensatory support

  24. What is Compensatory Support? • In the simplest form a wheel chair is a compensatory support permitting a student who cannot walk to be mobile. • Other types of AT that students may need in order to compensate for learning or behavioral disabilities • Devices/ programs that assist in writing, communication devices, and computer devices that help people follow step by step instructions etc.

  25. Compensatory Affect of AT

  26. Treatment Integrity

  27. Monitoring Treatment Integrity How can we monitor treatment integrity in our school?

  28. Tier I Practices for Culturally and Linguistically Diverse Learners in RTI Universal For All Students Tier 1 high expectations equity practices additive views of language rich and challenging curriculum qualified teachers focus on student strengths & build resilience community outreach collaboration with families fidelity to practice

  29. Tier II Practices for Culturally and Linguistically Diverse Learners in RTI Targeted Students At-RISK Ongoing Diagnostic Assessment Re-teach monitor progress build on prior knowledge use small groups use prescriptive teaching teach skills, subject, concepts provide instruction that is meaningful and comprehensible alternative programs designed to meet the needs of CLD students fidelity to practice

  30. Tier III Practices for Culturally and Linguistically Diverse Learners in RTI Intensive Interventions Intensive progress monitoring collaboration with families community outreach consider social behavior competency and support in a cultural context intensive work with families providing external agency support when needed providing culturally responsive instruction in the classroom and for intensive service delivery Use CLD expertise on problem solving team Alternative programs designed to meet the needs of CLD students. Develop a plan to address CLD Students’ needs at all three levels.

  31. UDL: Representation and the RTI Connection

  32. UDL: Expression and the RTI Connection

  33. UDL: Engagement and the RTI Connection Divide into groups with different groups assigned a Tier by grade level. Brainstorm ideas to insure that there are multiple means of representation, expression, and engagement at each Tier. Start a plan for integrating UDL and RTI into the curriculum.

  34. Secondary Education: Literacy Figure 6.12 Overview of The CLC Multi-Tiered framework for literacy. (Adapted from McPeak, L., Trygg, L., Minadakis, A., & Diana, P. (2007).

  35. Secondary Practices for Our School: What is in place? In groups identify effective practices, skill focus, And the evidence for the practices in your school. Use this as a starting point to identify evidence based practices.

  36. Secondary Assessment Tools for Reading

  37. Secondary Math Assessment Tools

  38. Secondary Social Behavior Assessment Tools

  39. In Search of Evidence: Validating our Practice • Consider the rigor of the experiment, randomized experimental design is a gold standard. • Consider replication, group design and single subject design should be replicated by different researchers. • Consider the measures employed in a study. The measures used should be reliable and valid. • Consult experts in research design.

  40. Validating our Practice continued: 5. If you do use a consultant, they should be able to explain to you why an intervention is useful or not for your population of students and at each Tier. 6. Not all interventions are going to work for all students. You will need to select multiple programs. 7. Because it is on the internet, does not mean it is effective. The internet can be powerful tool in finding interventions. However, there are also many unproven educational practices on the internet.

  41. In Search of Evidence: Validating our Practice What works Clearing House: http://ies.ed.gov/ncee/wwc/ Other resources: .

  42. Questions

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