How are other states responding to the “pattern of strengths and weaknesses” as part of "an alternative research-based approach to SLD determination" language in the regulations?
2. Page 46651 of the Comments to the federal regulations refers to the assessment of “intra-individual achievement differences as part of an identification model for SLD.” Would these be differences in one of the five essential components of reading from NCLB (phonemic awareness, phonics, vocabulary, fluency, comprehension) or perhaps one of the three areas of reading disability from the regulations (Basic Reading, Fluency, Comprehension)?
3. The same page from the Comments also has a quote suggesting that there is just one example of a connection between processing deficits and SLD—that between phonological processing and reading. Are there others?
In recent years the concept of struggling learners has been used to describe students that face a variety of challenges to achievement. Early intervening services could be a frame to think about the variety of federal, state and local efforts to address struggling learners and build a cohesive look at efforts across divisions.
• What are some examples of programs to address struggling learners?
• How can school data help create understanding about the needs and the array of services?
• Beyond information and data, what other factors need attention?
Much of the discussion around tiered interventions has centered on early elementary years. Yet many see that the change to student focused educational decisionmaking will, have impact on pre-K and kindergarten programs too.
•Looking backward, what can you predict about the impact of tiered interventions on pre-k and kindergarten settings?
•What kind of information do Pre-K and kindergarten teachers need?
•How can we engage Pre-K and kindergarten teachers in thinking about their role in implementing new approaches in elementary education?
•What issues should we be prepared to discuss with Pre-K and kindergarten teachers?
Much of the discussion around tiered interventions has centered on early elementary years. Yet many see that the change to student focused educational decisionmaking will, or should, have impact on the secondary systems too.
• Looking forward, what can you predict about the impact of tiered interventions on secondary settings?
• What kind of information do secondary teachers need?
• How can we engage secondary teachers in thinking about the new approaches?
• What issues should we be prepared to discuss with secondary teachers?
Some believe that special education is the last tier in a tiered intervention model. Others think that special education has a role in the tiers.
•What roles can special education play in tiered interventions models?
•How will advances in progress monitoring impact the services delivered in special education?
•How will tiered interventions change special education service delivery?
Tiered intervention models depend to a great degree on the understanding and leadership of the district and building administrator. Today’s schools are filled with leaders that have been trained in very different ways than those promoted in tiered intervention models. Yet, across the last decade many have engaged in various efforts that are approximations of a tiered interventions model.
-How can we build on the experience in models such as pre-referral intervention, student assistance teams, teacher assistance teams instructional support teams and the like?
-What kind of support do building and district administrators need to champion the changes that tiered interventions will require?
-How can administrator associations become allies in supporting tiered intervention models? Why would they want to?
Most agree that tiered intervention models within an early intervening framework will require many significant changes to the pre-service preparation of both special and general education teachers. There are also a range of related service providers and pupil personnel staff who play a critical role in early intervening services and RTI programs who will need to be considered as an integral part of ongoing professional development activities. Changes will be required in both knowledge and skills that improve instruction and dispositions that support more inclusive practices and reflective teaching.
o In tiered intervention models, what competencies must general educators have? How does this represent a change from the current practice? What changes are necessary in the preparation of general educators?
o In tiered intervention models, what competencies must special educators have? How does this represent a change from the current practice? What changes are necessary in the preparation of general educators?
Most agree that tiered intervention models within an early intervening framework will require many significant changes to the pre-service preparation of both special and general education teachers. Changes will be required in both knowledge and skills that improve instruction and dispositions that support more inclusive practices and reflective teaching.
o In tiered intervention models, what competencies must general educators have? How does this represent a change from the current practice? What changes are necessary in the preparation of general educators?
o In tiered intervention models, what competencies must special educators have? How does this represent a change from the current practice? What changes are necessary in the preparation of general educators?
Provisions of IDEA 2004 require that 15% of the IDEA dollars be spent on EIS if disproportionality is identified in a local district? Some believe that this provision creates a targeted pot of money that can bring attention and new strategies specifically focused on the issue of disproportionality. Others believe that disproportionality is linked to the quality of instruction in the general curriculum and this provision should be implemented in a way that improves the instruction of all students.
•Do you think that EIS can be implemented to support the general curriculum and still bring attention to disproportionality?
•Will disproportionality get the needed attention if the dollars are not specifically targeted?
•What do we have to connect disproportionality to the quality of instruction in the general curriculum?
•What is the potential impact of tiered intervention models on disproportionality?
Tiered intervention approaches will change much about the way that services are conceptualized and delivered. There are some predictable changes to the roles of current school personnel and even greater changes to the way that they will need to be prepared for the future. What implications do you see for changes to these service provider roles?
o General education teachers
o Special Education Teachers
o Title 1 Teachers
o Speech-language Pathologists
o Paraeducators
o School Psychologists
o Building Principals
o Pupil Services Personnel
o Social Workers, etc.
Sometimes, we talk about RTI and EIS implementation as if it will be the same in all locations. Actually, the local and building context for implementing RTI and EIS will vary. One important element to consider is the school improvement status of the building and the district. If the building has failed to make AYP for one or more years, they are experiencing the consequences that come with each advancing year in school improvement.
o What is on the mind of administrators and teachers in buildings that are in the school improvement process?
o How can tiered interventions be framed to address the issues they are focused on?
o Look over the list of SI consequences…what considerations would need to be considered in buildings that are in Year 1 or 2 as compared to building in years 3 and beyond?
The concepts of tiered interventions are prominent in national dialogue and discussions of program implementation for RTI and EIS. In most of these discussions, Title 1 services are envisioned as a component. Several issues need attention. In many tiered intervention models, Title 1 is conceptualized as a one dimensional service. The range of Title 1 approaches is not well recognized and the differences between policies governing school wide and targeted assistance programs are often not addressed. Further, in Title I circles, tiered interventions are not often a frame for considering service delivery. How can we bring Title 1 into the discussions as a full partner?
• At the national level?
• The state level?
• The local level?
What role can school wide programs play in tiered intervention models?
What role can targeted assistance programs play in tiered intervention models?
Under NCLB, schools that have not met AYP must create school improvement plans. In most places, these plans have been developed for several years with involvement from the school staff, administration and the whole school community. They have been published and used for annual accountability comparisons. In all likelihood, they include plans for using the resources that will need to be considered in thinking about RTI and EIS. For many faculty and administrators, the strategies articulated in these plans are much more familiar than the RTI and EIS strategies.
o As we move forward with RTI and EIS implementation, how should we think about acknowledging the work that has been done through school improvement planning?
o What would the successful integration of RTI, EIS and School Improvement look like at the school level?
o What undesirable situations might predictably occur?
o What needs to be done to create understanding and coherence at the school level?
When we talk about the focus on instruction, some people think about the professional development process of educating teachers and administrators about research based practices. Others think about building a school culture that is informed, constantly aware of practice and reflective about outcomes.
o How are the professional development and school culture related?
o Is professional development enough?
o Do people know where to go to find research based practice in reading? In math?
o If people know where to go, what keeps them from being able to use this information to change school culture? If not, how can we help these sates access information?
o What needs to happen for information to shape practice?
Both Title I and IDEA have requirements for family outreach and each fund significant parent engagement activities. If we are to work across federal programs for the benefit of all students, we will need to think about the family efforts currently in place.
• What kinds of programs and technical assistance are available for families under IDEA? Under Title I?
• What will make tiered interventions appealing to families with children served under IDEA? Under Title I?
• What might cause some anxiety?
• Do you know of successful efforts to work across family groups to engage families in the transition to a tiered intervention model?
