A Three-Tiered Model:early intervention for students

“at-risk” for learning difficulties

CASP Convention 2004

Allan Lloyd-JonesSpecial Education Consultant

California Department of Educationalloydjo@cde.ca.gov

Background

IDEA 1997 LD Summit – August 2001 No Child Left Behind Act of 2001 President’s Commission on Special

Education Robert Pasternack’s Statements on

Reform Reauthorization of IDEA (HR 1350, SB 1248)

LD Summit (August 2001) Criticized wait to fail model Criticized disconnect between

current assessment practices and marker variables

Criticized ability-achievement discrepancy approach

Pointed to response to instruction as alternative evaluation procedure

PRESIDENT’S COMMISION ON EXCELLENCE IN SPECIAL EDUCATION: FINDINGS

Current system – process above results Current system – wait to fail model Dual system- general and special Inadequate parent options and recourse Culture of compliance Identification methods lack validity Better teacher preparation needed Rigorous research and evidence-based

practice Focus on compliance and bureaucratic

imperatives not academic achievement

PRESIDENT’S COMMISION ON EXCELLENCE IN SPECIAL

EDUCATION: RECOMMENDATIONS

Embrace a model of prevention not failure

Change the way we assess for LD

Eliminate the necessity for IQ-achievement discrepancy

Shift to academically relevant assessments.

PRESIDENT’S COMMISION ON EXCELLENCE IN SPECIAL EDUCATION: RECOMMENDATIONS (cont.)

Change focus from eligibility determination to successful interventions

Use response to instruction as a key measure

Apply scientifically based instruction before referring for evaluation.

Robert Pasternack’s Testimony to the House Committee…

Statement by Robert Pasternack, Assistant Secretary for Special Education and Rehabilitative Services On Learning Disabilities before the House of Representatives Education and the Workforce Committee, Subcommittee on Education Reform

Dr. Pasternack’s Statements Half of the students receiving

special education are LD. 80% to 90% of students with LD

have reading disabilities. Most students can learn to read

with scientifically based instruction.

SLD51%

SLI2.55%

MR6.4%

OHI4.2%

ED4.2%

AUT3.1%

DEAF.007%TBI

.002%

DB0%

VI.007%

MD1% HH

1% OI2.2%

DB TBI DEAF VI MD HH OI AUT ED OHI MR SLI SLD

Over half the students in California receiving special education services in 2002- 03 are identified as having a

Specific Learning Disability (SLD)

Dr. Pasternack’s Statements (cont.)

Studies of responsiveness to intervention generally do not find relationships with IQ or IQ-discrepancy

IQ tests do not measure cognitive skills like phonological awareness that are closely associated with LD in reading.

(5) SPECIAL RULE FOR ELIGIBILITY DETREMINATION – 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 scientifically-based instruction practices and programs that contain the essential components of reading instruction (as that term is defined in section 1208(3) of the Elementary and Secondary Education Act of 1965);‘‘(B) lack of instruction in math; ‘‘(C) limited English proficiency.

HR 1350 P.107.

(6) SPECIFIC LEARNING DISABILITIES(A) IN GENERAL.—Notwithstanding section 607 of this Act, or any other provision of law, when determining whether a child has a specific learning disability as defined under this Act, the local educational agency 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, mathematical calculation, or mathematical reasoning.

HR 1350 P. 107

‘‘(B) ADDITIONAL AUTHORITY.— 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 scientific, research-based intervention

HR 1350 P. 108.

Tier I

Tier II

Tier III

Screen and monitor progress

A THREE TIERED APPROACH TO ADDRESSING LEARNING NEEDS

Identify and address processing weaknesses

Intervene and measure Response to Intervention (RtI)

Tier I

Tier II

Tier III

Provide intensive, research based interventions focused on weaknesses

Early screening for indictors of processing weakness

Monitor and record academic growth for all students

Provide additional instruction for “at risk students”

Focused academic assessment for students showing minimal response to intervention

A THREE TIERED APPROACH TO ADDRESSING LEARNING NEEDS

Refer for Special Education assessment with a focus on processing weaknesses

If student shows continued lack of response to intervention

Provide a core research based reading program

Provide ongoing professional development on reading instruction

Rule out MR, ED other exclusionary factors

Continue to monitor and record academic growthand measure response to intervention (RtI)

Tier I

Early screening measures:•Dynamic Indicators of Early Basic Literacy Skills (DIBELS)

•Test of Phomemic Awareness (TOPA)•Comprehensive Test of Phonological Processing (CTOPP)

•Subtests measuring phonemic awareness, rapid automatic naming, graphomotor fluency, vocabulary e.g. WJ-III, WIAT-II, NEPSY, DAS, WISC-III

Early screening for indictors of processing weaknessProvide additional instruction for “at risk students

Provide a core research based reading program

Provide ongoing professional development on reading instruction

Monitor and record academic growth for all students

Tier II

Focused academic assessment measures:

Measures to record and monitor academic growth:

•WJIII (Academic Scales)

•WIAT II•Process Assessment of the Learner (PAL)

•Fox in a Box• Group Reading and Diagnostic Evaluation (GRADE)•Reading RESULTS (California Reading & Literature Project, CDE)

Focused academic assessment for students showing minimal response to intervention

Provide intensive, high quality interventions focused on weaknesses

Continue to monitor and record academic growthand measure response to intervention (RtI)

Tier III

Special Education assessment:•Verify that student is significantly sub-average in academic performance

•Rule out exclusionary factors (attendance, cultural, linguistic)

•Rule out other diagnoses e.g. Not Sensory Impairment, Not MR, Not ED

•Identify areas of significant processing weakness

•Verify link between academic weaknesses and processing weakness

Student shows continued lack of response to intervention

Refer for Special Education Assessment with a focus on processing weaknesses