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Wallingford Public Schools

SRBI Intervention Programs for

Reading and Mathematics

Individuals with Disabilities

Education Act

Originated in 1976 Multiple “categories” of identification

SRBI relates to Specific Learning Disabilities (SLD)

1976 – 2007: Discrepancy Model used to

identify SLD Discrepancy between “potential” (cognitive testing) and

“performance” (achievement testing)

If a large enough discrepancy found, the student must have

a learning disability

2007 Reauthorization Dual Discrepancy

Rule out Educational Factors

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Dual Discrepancy

Discrepancy 1: Student is performing academically at a level significantly below that of his or her typical peers (discrepancy in initial skills or performance).

Discrepancy 2: Despite the implementation of one or more well-designed, well-implemented interventions tailored specifically for the student, he or she fails to ‘close the gap’ with classmates (discrepancy in rate of learning relative to peers).

Source: Patricia Anderson & Perri Murdica, CSDE,

Bureau of Special Education, Oct 08

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We must rule out:

Lack of appropriate instruction in reading, including the essential components of reading instruction as defined in §1208(3) of the ESEA;

Lack of appropriate instruction in math

Limited English proficiency.

IDEA 34 CFR §300.309

Determining the Existence of a SLD

Source: Patricia Anderson & Perri Murdica,

CSDE, Bureau of Special Education, Oct 08

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The Intervention Triangle

Tier 1 - All Students These interventions work for approx

85% of students.

Tier 1 - All Students These interventions work for approx

85% of students.

Special Education Services & Accommodations

Tier 3 – Intensive Groups or Individuals (1-3 students) Approx. 5% of students need these interventions in addition to Tier 1 and Tier 2.

Tier 2 -Targeted Groups (Small group, 8-10 students)

Approx. 10% at-risk students need these interventions in addition to Tier 1.

Tier 1 – Universal Instruction & Support These interventions are sufficient for approx. 85% of students.

ACADEMIC BEHAVIORAL

TIER 1

TIER 2

TIER 3

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SRBI

Wallingford Public Schools

1. Universal Screening

1. Three Tiers of increasingly intense

interventions

2. Scientifically research-based instruction to

the extent possible

3. Frequent Progress Monitoring of student

performance using measures of risk

4. Fidelity of Implementation

Converging Evidence on Reading

Screening

There are Valid & Reliable Predictors of risk for reading difficulty are:

• Print concepts and letter names (pre-K)

• Phonological awareness and letter sounds (K)

• Rapid naming of letters (end of K to early Gr.1)

• Word recognition (Gr.1 and beyond)

• Vocabulary and phonological memory

(Fletcher et al., 2002; Scarsborough, 1998; Schatschneider et al.,

2002; Torgesen, 2002)

Oral Reading Fluency Hasbrouck & Tinsdale (2006) University of Oregon

Converging Evidence on Math Screening

What do we know about characteristics of students

with math problems?

Problems with Number Sense

Number magnitude comparison confusion

Poor number naming and writing

Understanding relative size of parts such as thirds,

tenths, 25% and their relationship to a whole unit

Fails to see "unreasonable" answers

Disregards decimals

Fails to read accurately the correct value of multi-digit

numbers because of their order and spacing

Source: Effective Instructional Practices for Students with Difficulties in Mathematics:

Findings from a Research Synthesis Gersten, Baker, Chard, Presented at the Center on

Instruction Mathematics (2006)

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4 out of 3 people have

trouble with fractions

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Interventions are NOT…

Preferential seating

Shortened assignments

Lowered expectations

Parent contacts

Classroom observations

Suspension

Retention

Extra Worksheets

Peer tutoring unless scientifically based Source: McCook, 2005

SRBI Resources for Parents

CSDE Website

www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322020

Intervention Central

www.interventioncentral.com

RTI Action Network

www.rtinetwork.org

National Ctr. For RTI

www.rti4success.org

Florida Center for Reading Research

www.fcrr.org

Intervention Central

www.interventioncentral.org