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Responsiveness-to-Intervention Symposium

December 4-5, 2003 * Kansas City, Missouri

The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Jeff Grimes & Sharon Kurns from Heartland Area Education Agency, Johnston, Iowa presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

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An Intervention-based System for Addressing NCLB and IDEA Expectations: A Multiple Tiered Model to Ensure Every Child Learns

Jeff Grimes and Sharon Kurns
Heartland Area Education Agency
Johnston, Iowa

Invited paper presented at a Symposium on
Responsiveness to Intervention


Prepared for the National Research Center on Learning Disabilities
Response To Intervention Symposium

December 4, 2003

Address:

Jeff Grimes Heartland AEA 6500 Corporate Drive Johnston, IA 501310-1603 jgrimes@aea11.k12.ia.us

Sharon Kurns Heartland AEA 6500 Corporate Drive Johnston, IA 501310-1603 skurns@aea11.k12.ia.us

Table of Contents

• Table of Contents
• Introduction
• Regulatory Support for Intervention-based Service Delivery
  • Table 1:Iowa Administrative Rules Defining Systamatic Problem Solving
• Response to Intervention: Heartland's Model of prevention and Intervention
  • Figure 1: Problem Solving Process
  • Figure 2: Heartland Problem Solving Approach
• School - Wide Application of Problem Solving
  • Figure 3: Distribution of student Population by Level of Education Need
  • Figure 4: Heartland Problem Solving approach with the School-wide Application
• Entitlement for Special Education
  • Figure 5: Heartland AEA decision-making Model for Special Education Entitlement
  • Table 2: Data Collected within RIOT Sources for Progress, Discrepancy and Instruction Need
• Profile of a School Applying Problem Solving on a School-Wide Basis
  • Table 3: Changes in Instruction Strategies
  • Figure 6: Phoneme Segmentation Fluency, Kindergarten Spring 2003
  • Figure 7: Oral Reading Fluency, 1 st Grade Spring 2003
  • Table 4: Oral Reading Fluency Median Scores
  • Figure 8: Saydel Community School District 4th rade Biennium Reading rends in Comprehension on the Iowa test of Basic Skills
• Individual Student Examples
  • Figure 9: Simone's educational Performance Data Across Grades
  • Figure 10: Paul's Per Data Across Grades
  • Figure 11: Intervention Plan for Brad
  • Figure 12: Brad's Performance Data Across Grades
• Implementation and Supports for an Intervention-Based Service Delivery System
  • Figure 13: Comprehensive Serice Review -- Case review Protocol
  • Table 5: Heartland AEA Data-based Decision-making Standards
• System Results
  • Table 6: Secondary Intervention Data from Elementary Schools in Heartland AEA Across Multiple Years
  • Figure 14: Results of Building Assistance Teams in 15 Elementary Schools, 2002-03 School Year
  • Table 7: Disability Distribution from Statewide Sample, 2003
  • Figure 15: Percent of student with Disabilities in Iowa
  • Table 8: IEP Goals in Heartland by Domains, 2002-03 School Year
  • Table 9: IEP Goals in Heartland in Reading, 2002-03 School Year
  • Table 10: Consumer perceptions of Heartland's Problem Solving Process(2003)
  • Figure 16: Special education Hearing in Iowa Before and After Establishing Revised Rules Supporting Problem -Solving Practices
• Conclusion
• References

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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.