AudioInsight™ Seminars
Presented by:

Response to Intervention:
A Role for Occupational Therapy
Practitioners
Presented by:
Gloria Frolek Clark, MS, OTR/L, BPC, FAOTA
Wednesday, March 7, 2007
2:00 - 4:00 p.m., Eastern Time
.2 AOTA CEUs (2 NBCOT PDUs / 2 contact hours)
Faculty
Gloria Frolek Clark, MS, OTR/L, BCP, FAOTA, is AOTA's
representative to the National Association of State Directors
of Special Education's IDEA Partnership, a project funded
through the Office of Special Education Programs. The
partnership, composed of 55 national organizations, has been
collaboratively working on operationalizing and educating
partners about RtI.
Ms. Frolek Clark is a 1977 graduate of the University of North
Dakota's Occupational Therapy Program. In 1995, she
received a master's degree in early childhood special
education from Iowa State University. She is currently a
doctoral student there with a focus on early childhood special
education.
Faculty cont.
During the past 30 years, Ms. Frolek Clark has specialized in
occupational therapy services for pediatric clients in home,
community, and school settings. From 1993 to 1997, she was
cofounder and chair of the AOTA School System Special Interest
Section (SSSIS). She is a member of the current SSSIS. While
on the Commission on Practice, she contributed to the
development of the Occupational Therapy Practice Framework
and many other official AOTA documents. Ms. Frolek Clark has
presented nationally on early intervention services and schoolbased practice, has authored several book chapters and articles
on school-based practice, and was appointed to the AOTA
Specialty Board, Pediatric Panel. Currently, she works for the
Heartland Area Education Agency and is a consultant for the
Iowa Department of Education in Des Moines.
Description
• Response to intervention (RtI) is a process for educational
decision-making promoted by the U.S. Department of Education.
General-education students are screened early in their schooling
as a way to identify those at risk for school failure.
• High-quality instruction and interventions are matched to the
student's needs, and progress is monitored frequently.
Occupational therapy practitioners need to understand how
federal statute and data-based decision-making have changed
how we address the needs of students.
• This seminar will address the evolving role of occupational
therapists and occupational therapy assistants who work with
students in grades K-12.
AOTA Occupational Therapy Classification
Codes for Continuing Education:
•
Category 1: Domain of Occupational Therapy, Context
•
Category 3: Professional Issues, Legal, Legislative, &
Regulatory Issues
Course Objectives
On completion of this AudioInsight Seminar, participants will be
able to
1. Recognize the core principles of response to intervention (RtI)
and early intervening services (EIS)
2. Identify the steps in a 3-tier RtI process
3. Select research data and statute inferences to support RtI and
EIS
4. Identify occupational therapy’s role in RtI and EIS.
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
8
Agenda
1.
2.
3.
4.
5.
6.
7.
Introduction of RtI
Core principles of RtI
Introduction of EIS
Statute regarding EIS
Occupational therapy’s role
Considerations
Questions and answers.
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
9
Acknowledgments
Many of the initial RtI slides used in this seminar are from Leaving No Child
Behind: Response to Intervention, a PowerPoint presentation created by
IDEA Partnership and used with permission.
 AOTA is an organizational member of the IDEA Partnership. Gloria Frolek
Clark is AOTA’s core representative to this group; Jean Polichino represents
AOTA for the workgroup.
 The IDEA Partnership acknowledges the work of

Mary Beth Klotz, National Association of School Psychologists;

Patti Ralabate, National Education Association;

Stacy Skalski, National Association of School Psychologists; and

Lisa Thomas, American Federation of Teachers,
who collaborated to create the PowerPoint presentation Response to
Intervention (RtI): Fundamentals and Practical Implications for Educators
and is deeply grateful for being allowed to adapt the original presentation to
provide additional access to all education stakeholders.

From NASDE and IDEA Partnership, 2006. Used with permission.
10
Response to Intervention






Foundations of RtI
Definition
Core principles of RtI
Example of a tiered model
Problem-solving in RtI
Moving forward with implementation.
From NASDE and IDEA Partnership, 2006. Used with permission.
11
Belief Statements
All educators want children to learn.
All parents want children to learn.
All children want to learn.
From NASDE and IDEA Partnership, 2006. Used with permission.
12
Shifts in Thinking
Over the past 30 years, how we address
the needs of students has evolved—
We have changed our thinking on
how we teach and how children learn.
These discoveries have resulted in changes
in educational laws and practices.
From NASDE and IDEA Partnership, 2006. Used with permission.
13
Shifts in the Law

ESEA/NCLB




Accountability
School improvement
Adequate yearly progress (AYP)
IDEA 2004



Effective instruction
Progress monitoring
Early intervening services (EIS)
From NASDE and IDEA Partnership, 2006. Used with permission.
14
ESEA/NCLB and IDEA 2004

Companion laws that address closing
the achievement gaps

Underscore importance of high-quality,
scientifically based instruction and
interventions

Hold schools accountable for the
progress of all students in meeting
grade-level standards.
From NASDE and IDEA Partnership, 2006. Used with permission.
15
Response to Intervention Is…
The practice of providing high-quality
instruction/intervention matched to student needs
and
using learning rate over time
and level of performance
to
inform educational decisions.
Source: National Association of State Directors of Special Education (2005).
From NASDE and IDEA Partnership, 2006. Used with permission.
16
Response to Intervention
“The main objective of RtI is not to identify
students for special education, but rather to
help all students achieve at a proficient level
and ultimately [schools] make adequate
yearly progress.”
Source: Nebraska Department of Education (2005).
From NASDE and IDEA Partnership, 2006. Used with permission.
17
RtI Within the School Improvement
Movement

Student achievement and behavior improve as a
result of early intervention.

May be thought of as a process that fits within
school reform and school improvement efforts.

May help reduce disproportionate representation
of minority students in special education.
From NASDE and IDEA Partnership, 2006. Used with permission.
18
RtI and NCLB
“Utilizing a RtI framework across
disciplines as well as grade levels
is consistent with NCLB and promotes
the idea that schools have an obligation
to ensure that all students participate in
strong instructional programs that
support multi-faceted learning.”
Source: National Research Center on Learning Disabilities (2005).
From NASDE and IDEA Partnership, 2006. Used with permission.
19
Core Principles of RtI

Unifying belief: “All kids can learn.”

Problem-solving and problem-analysis.

Parent involvement.

Universal screening of academic, behavioral,
and social–emotional indicators of success.

Prevention focused: academic, behavioral,
social–emotional.
From NASDE and IDEA Partnership, 2006. Used with permission.
20
Core Principles of RtI (cont.)

Evidence-based interventions with fidelity
of implementation.

Ongoing and sensitive progress
monitoring of student response to
interventions.

Data-based decision making.

Multi-tiered system with increasing levels
of intensity.
From NASDE and IDEA Partnership, 2006. Used with permission.
21
National Research Center on Learning
Disabilities

RtI is an assessment and intervention process for
systematically monitoring student progress and
making decisions about the need for instructional
modifications or increasingly intensified services
using progress-monitoring data.
From NASDE and IDEA Partnership, 2006. Used with permission.
22
National Research Center on Learning
Disabilities (cont.)
The following is the fundamental question of RTI
procedures:

Under what conditions will a student successfully
demonstrate a response to the curriculum?
Thus, interventions are selected and implemented under
rigorous conditions to determine what will work for
the student.
From NASDE and IDEA Partnership, 2006. Used with permission.
23
Applications of RtI in Research

Prevent academic problems through
early identification

Intervene with low-performing students

Assist in identifying student with
disabilities.

Source: Mellard (2006).
From NASDE and IDEA Partnership, 2006. Used with permission.
24
Research Elements of RtI

Two or more tiers of increasingly intense scientific,
research-based interventions

Individual problem-solving model or standardized
intervention protocol for intervention tiers

Explicit decision rules for assessing learners’ progress

Implementation of a scientifically based, differentiated
curriculum with different instructional methods.
Source: Mellard (2006).
From NASDE and IDEA Partnership, 2006. Used with permission.
25
An Example Tiered RtI Model
Significantly Low
Underachievement
Tier 3: INTENSIVE
INTERVENTIONS
Insufficient Response
to Intervention
Tier 2: TARGETED INTERVENTIONS
and progress monitoring
Academic
Behavior
Tier 1: CORE ACADEMIC AND BEHAVIORAL
INSTRUCTION; UNIVERSAL SUPPORTS; universal
screening and INSTRUCTIONAL and BEHAVIORAL
INTERVENTIONS
From NASDE and IDEA Partnership, 2006. Used with permission.
26
RtI Steps
Step I:
Universal supports for all students.
Step II: Data review by problem-solving team.
Step III: Targeted interventions and progress
monitoring for struggling learners.
Step IV: Intense interventions and progress
monitoring for struggling learners.
Step V: Referral to special education when student
demonstrates little or no response to
targeted interventions.
Step VI: General education and special education
personnel collaboratively teach and monitor
student progress, adjusting IEP and services
as needed for eligible students.
From NASDE and IDEA Partnership, 2006. Used with permission.
27
Best Practices for ProblemSolving and Problem Analysis
Teams



Multidisciplinary team approach
Systematic interventions embedded in general
education curriculum and instruction
Ongoing systems that address student needs



Intervention to address need
Progress monitoring using concrete observable data
Data analysis and adjustments to instruction.
From NASDE and IDEA Partnership, 2006. Used with permission.
28
Recommended Composition of the
RtI Problem-Solving Team

Student’s classroom teacher

Administrator/designee

General educators (2–3 recognized by peers for
their expertise)

Parent

Student (when appropriate).
From NASDE and IDEA Partnership, 2006. Used with permission.
29
Additional Resource Team Members
(to be included as needed)

Behavioral/mental health specialist (e.g.,
school psychologist, social worker, nurse,
counselor)

Special education representative (e.g.,
learning specialist, speech pathologist)

Other Specialists (e.g., OT, PT, adaptive P.E.,
vision/hearing specialists, assistive
technology, transition coordinator).
From NASDE and IDEA Partnership, 2006. Used with permission.
30
Early Intervening Services (EIS)
Foundations
 Definitions
 Core principles

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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
31
IDEA 2004 Amendments

20 U.S.C. refers to EIS.

34 C.F.R. refers to EIS.
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
32
Early Intervening Services (EIS)




Not special education
Required if the district has significant
disproportionality with respect to identification of
children as those with disabilities or placement
issues
Process to assist appropriate learning experiences
in general education
RtI is one way to assure differences are addressed.
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
33
Early Intervening Services (EIS) cont.



Local education agencies cannot use more than
15% of federal IDEA Part B dollars for EIS.
For students in K–12, with emphasis on K–3.
For students who have not been identified as
needing special education or related services but
who need academic or behavioral support to
succeed in general education environment.
Source: Individuals with Disabilities Education Improvement Act of 2004.
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
34
Early Intervening Services (EIS) cont.
Activities—


Professional development
Providing education and behavioral
evaluations, services, and supports, including
scientifically based literacy instruction.
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
35
Early Intervening Services (EIS) cont.
Reporting—
Each LEA that develops and maintains EIS
shall annually report to the state on
 Number of students receiving EIS
 Number of students who received EIS who
subsequently received special education and
related services within preceding 2 years.
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
36
Early Intervening Services (EIS) cont.
Rule of construction—
“The screening of a student by a teacher or
specialist to determine appropriate
instructional strategies for curriculum
implementation shall not be considered to be
an evaluation for eligibility for special
education and related services.”
Source: IDEA (2004,1414 (a)(1)(E)).
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
37
Early Intervening Services (EIS) cont.
Committee Report—

“…and early intervening services to reduce
the need to label children as disabled in order
to address the learning and behavioral needs
of such children.”
Source: Office of Special Education Programs (2006), slide 23
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
38
Progress Monitoring (PM)

A manual by the National Research Center on Learning
Disabilities (NRCLD) defined progress monitoring as
 A set of assessment procedures for
determining the extent to which students are
benefiting from classroom instruction and for
monitoring effectiveness of curriculum.
Source: Johnson et al. (2006).
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
39
Use of PM



When using PM in Tiers 2 or 3, you are
attempting to determine if the intervention or
instruction is successful.
Monitoring should be frequent.
Preset rules help determine when a student
is not responding to intervention.
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
40
Example of Bobby


Let’s think about a student, Bobby, who is
having difficulty in the general education
program. Data is collected on Bobby’s
performance and compared with two typical
peers in that setting.
Let’s look….
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41
20
15
Bobby
Peers 1
Peers 2
10
5
1/28/2003
1/21/2003
1/14/2003
1/7/2003
12/31/2002
12/24/2002
12/17/2002
12/10/2002
0
12/3/2002
Number of -----
25
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
42
Bobby (cont.)



Using an RtI model, the general education
teacher would probably determine Bobby is
an “at-risk” student.
The teacher would provide supplemental
instruction targeted to enrich Bobby’s
performance (e.g., more practice, more
instruction, more hands-on learning).
Let’s look at Bobby’s performance….
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
43
Tier 2 – Targeted Intervention
Bobby's Chart
3
20
0
18
/
3/
3/
11
/
20
0
3
00
3
3/
4/
2
3
2/
25
/
20
0
3
2/
18
/
20
0
3
20
0
11
/
2/
2/
4/
2
00
3
16
14
12
10
8
6
4
2
0
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
44
Bobby (cont.)
Bobby has progressed….but did he meet the
goal desired? Did his rate of learning
change?
By adding an aimline when he started, the
teacher could determine the rate Bobby had
to progress to meet his goal.
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
45
Tier 2 – Targeted Intervention
Bobby's Chart
3/
18
/2
00
3
3/
11
/2
00
3
3/
4/
20
03
2/
25
/2
00
3
2/
18
/2
00
3
2/
11
/2
00
3
2/
4/
20
03
16
14
12
10
8
6
4
2
0
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
46
Bobby (cont.)

But how does he compare now with his
peers?

His teacher screened the classroom again to
determine performance (under curriculumbased measurement [CBM], data are
collected systematically).
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
47
After 7 Weeks on Tier 2
30
25
20
Bobby
Peers 1
Peers 2
15
10
5
3/
18
/2
00
3
3/
11
/2
00
3
3/
4/
20
03
2/
25
/2
00
3
2/
18
/2
00
3
2/
11
/2
00
3
2/
4/
20
03
0
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
48
Bobby (cont.)

Typical peers are scoring around 20–22. The
classroom range is 13–28.

How does Bobby’s score of 15 look?

Teacher determines that Tier 2 services may
not be needed; Bobby will return to Tier 1 and
be monitored carefully during the next probe
(data collection).
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
49
Question—
What is the role of
occupational
therapists and
occupational
therapy assistants
in RtI and EIS?
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
50
OT’s Role Under RtI and EIS



RtI and EIS are for general education
students.
IDEA “evaluation” for occupational therapy
services under special education.
Consider your state regulatory statute for
occupational therapy services:



Screening
Interventions prior to evaluations
Training others prior to evaluations.
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
51
Occupational Therapy Practice
Framework: 7 Areas of Occupation







Activities of daily living
Instrumental activities of daily living
Education
Work
Play
Leisure
Social participation.
Source: American Occupational Therapy Association (2002).
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
52
Areas of Occupation (cont.)

Activities of daily living




Instrumental activities of daily living




Eating and feeding
Dressing
Toileting
Communication devices
Meal preparation
Community mobility
Education

Academics, nonacademics, and extracurricular
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53
Area of Occupation (cont.)

Work


Play


Exploration and participation
Leisure


Pre-vocational job performance
Exploration and participation
Social participation

Interaction with peers, family, educational staff, etc.
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54
Activities Outlined Under EIS
Professional
development
 Evaluations,
services, and
supports

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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
55
Professional Development
For teachers and other school
staff—
 Purpose: So they can deliver
scientifically based academic and
behavioral interventions.
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
56
Professional Development (cont.)

Suggestions:



Instruction on use of adaptive instructional
software
In-service on strategies to enhance fine motor
development
In-service on environmental modifications for
children.
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
57
Evaluations, Services, and
Supports

Purpose: Identify instructional or interventions
to enhance the student’s rate of learning in
the general education program.
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58
Evaluations, Services, and
Supports (cont.)
Follow your state’s licensure requirements.
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59
Evaluations, Services, and
Supports (cont.)
If your state regulatory laws allows—
 Assist teacher in whole-class screening
 Provide screening to a student (with parent
and teacher consent)
 Provide suggestions to parents or teachers
 Provide ongoing screening or short-term
activities.
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
60
Evaluations, Services, and
Supports (cont.)
Once determination has been made that students
should be evaluated, screening ends, and
referral for special education should be
obtained.
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61
 So,
where do
we go with
this?
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62

Let’s talk about
some examples
of students and
activities
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63
CASE STUDY A
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Case Study A (cont.)


Mrs. Taylor is a kindergarten teacher. The
school where she works uses an RtI model.
During a recent class-wide screening, she
found several children whose fine motor skills
were discrepant from their peers.
In a discussion with her, you determined that
her concerns are with strength and in-hand
manipulation skills.
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Case Study A (cont.)


Your state regulatory laws does not allow you
to screen individual students and provide
suggestions.
So, you provide the teacher with general
suggestions, based on evidence-based
research, to use with the whole class to
enhance these areas.
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Case Study A (cont.)
For example, you work with the teacher
 To identify ways to incorporate additional fine
motor activities within the current centers (e.g.,
store, computer, sensory table) or
 Set up an additional center with fun fine motor
activities (e.g., those targeting hand and wrist
strengthening, dexterity, prehension,
coordination).
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67
CASE STUDY B
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Case Study B (cont.)


Mr. Knoll is a 4th-grade teacher. His school
uses RtI. He provided screening probes to his
class and found 2 students whose rate of
progress were below the norm in reading and
writing.
Mr. Knoll provided Tier 2 activities for these 2
students. Data collected indicated that 1
student was not making the expected
progress.
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
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Case Study B (cont.)


Mr. Knoll contacts you about this student and
his concerns (e.g., the student skips words as
he reads and has poor spacing of
letters/words when writing).
Your state regulatory laws allow you screen
clients and provide suggestions.
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Case Study B (cont.)



You talk with the school nurse who completed
school-wide vision screening and told you
this student passed.
Your quick screening indicates that this
student’s visual–perceptual skills appear to
be significantly delayed.
You suggest an in-depth evaluation by an eye
care professional.
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Case Study B (cont.)

You provide the teachers with some
strategies for this student.

When you follow-up with Mr. Knoll in 3
weeks, he indicates that the student did need
glasses and that the strategies you provided
have helped. The student’s reading and
writing has been improving.
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72
New Roles

How does this
apply to you in
your state and in
your agency?

What types of
activities are you
able to use?
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
73
New and Expanded OT Roles




OT has much to contribute to districts using
RtI or EIS.
OT roles need to expand to include
prevention and identification of at-risk
children.
Services may be direct or indirect and for
children, families, educators, and colleagues.
OT needs to be in general education settings.
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New and Expanded OT Roles (cont.)

Use your expertise as an OT to assist
educational teams with
In-hand manipulation and the
relationship to literacy (writing)
 Visual–perceptual skills and the
relationship to literacy (reading and
writing).

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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
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New and Expanded OT Roles (cont.)

Use your expertise as an OT to assist
educational teams with
Environmental adaptations, including
incorporating frequent movement breaks
into the daily routine
 Use of cardboard “offices” to narrow
visual distractions.

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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
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New and Expanded OT Roles (cont.)

Use your expertise as an OT to assist
educational teams with
Assistive technology that can enhance
student participation in educational
program
 Positioning students for more efficient
performance.

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New and Expanded OT Roles (cont.)

Use your expertise as an OT to assist
educational teams by
Providing modified or adaptive
equipment so children can engage in
general education classroom activities
 Suggesting fine motor activities for
classroom centers (e.g., play,
household).

Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
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New and Expanded OT Roles (cont.)

Use your expertise as an OT to assist
educational teams by
 Collaborating with teachers to
promote routine use of activities that
enhance strengthening, fine motor
coordination, etc. for all students in
classroom
 Promote classroom activities to
enhance alertness for learning.
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
79
Yesterday and Tomorrow
What will be the norm
with effective implementation
of a RtI process/model in our school?
From NASDE and IDEA Partnership, 2006. Used with permission.
80
Vision for Schools of Tomorrow

Shared ownership, accountability, and
leadership

All struggling students referred to the RtI
school teams for support, with a prevention
focus on academics and
social/emotional/behavioral issues
Eligibility for special education considered after
intervention and ongoing progress monitoring
of RtI.

From NASDE and IDEA Partnership, 2006. Used with permission.
81
Vision for Schools of Tomorrow
(cont.)

EIS accessible to any student in need

Authentic assessments and progress
monitoring throughout the curriculum; less
focus on standardized assessments to
determine eligibility for special education
Flexible delivery of support services the norm.

From NASDE and IDEA Partnership, 2006. Used with permission.
82
Quality growth opportunities
to increase knowledge and skills
must be provided for all
stakeholders

Administrators

Practitioners

Families

Higher education

Policymakers.
From NASDE and IDEA Partnership, 2006. Used with permission.
83
Beginning to Build Partnerships

Who are the key stakeholders with whom we
need to partner?

What initiatives are in place that connect to
RtI and need to connect more closely to one
another?

What do we need to do differently to move
forward with RtI implementation?
From NASDE and IDEA Partnership, 2006. Used with permission.
84
For more information, see
IDEA Partnership’s RtI Initiative
www.ideapartnership.org



A Partnership Collection on RtI
Many Journals, Many Voices
Results for Kids: Resources
From NASDE and IDEA Partnership, 2006. Used with permission.
85
Web Resources

OSEP provides free Web-based progressmonitoring materials at


http://www.studentprogress.org
http://www.progressmonitoring.net
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
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We are moving forward into
tomorrow…
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
87
Reflections!
Questions?
Discussion.
From NASDE and IDEA Partnership, 2006. Used with permission.
88
References & Resources





American Occupational Therapy Association. (2002).
Occupational therapy practice framework: Domain and process.
American Journal of Occupational Therapy, 56, 609–639.
Barnett, D. W., Daly III, E. J., Jones, K. M., & Lentz, F. E. (2004).
Response to intervention: Empirically based special service
decisions from single-case designs of increasing and decreasing
intensity. Journal of Special Education, 38, 66–79.
Beghetto, R. (2003, April). Scientifically based research. ERIC
Digest 167.
Center for Mental Health in Schools. (2006). Response to
intervention. Addressing Barriers to Learning, 11(4), 1–3.
Individuals with Disabilities Education Improvement Act of 2004,
P.L. 108-446, 20 U.S.C. Chapter 33.
Developed by Gloria Frolek Clark for the American Occupational Therapy Association. Copyright © 2007, American
Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
89
References & Resources (cont.)





Clark, G. F., & Miller, L. E. (1996). Providing effective occupational
therapy services: Data-based decision making in school-based
practice. American Journal of Occupational Therapy, 50, 701–717.
Fletcher, J. M. (2006, January). Why RtI? Research and policy
foundations. Paper presented at Texas RtI Summit, Austin.
Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004).
Alternative approaches to the definition and identification of
learning disabilities: Some questions and answers. Annals of
Dyslexia, 54, 304–330.
Hosp, J. L., & Reschley, D. J. (2004). Disproportionate
representation of minority students in special education: Academic,
demographic, and economic predictors. Exceptional Children,
70(2), 185–199.
Johnson, E., Mellard, D., Fuchs, D., & McKnight, M. (2006).
Response to intervention (RtI): How to do it. National Resource
Center for Learning Disabilities. Available online at www.nrcld.org.
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
90
References & Resources (cont.)





Linder, J., & Clark, G. F. (2000). Best practice in documentation. In
W. Dunn (Ed.), Best practice occupational therapy. Thorofare, NJ:
Slack.
Mellard, D. (2006, March 2). Presentation at the IDEA Partnership
Meeting, “Integrating IDEA Provisions With School Reform: EIS &
RTI” (from National Research Center on Learning Disabilities).
National Association of State Directors of Special Education.
(2005). Response to intervention: Policy considerations and
implementations. Alexandria, VA: Author.
National Research Center on Learning Disabilities. (2006).
Responsiveness to intervention in the SLD determination process.
Available online at http://www.nrcld.org.
Nebraska Department of Education. (2005). Response to
intervention. Available online at
www.nde.state.ne.us/SPED/reg/documents/ResponseToInterventio
n-Admdays2005.pdf.
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91
References & Resources (cont.)




Office of Special Education Programs (2006). Response to
Intervention (RTI) and Early Intervening Services (EIS).
Washington, DC: U.S. Department of Education. Retrieved from
http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CPres
entation%2C16%2C. Feb. 16, 2007
Reschly, D. J. (2005, December). Response to intervention (RtI)
in general remedial and special education. Paper presented at
the 2005 IDEA and NCLB Collaboration Conference, Arlington,
VA.
U.S. Department of Education. (2006). Assistance to states for
the education of children with disabilities and preschool grants
for children with disabilities: Final rule (71 FR 46540).
Vaughn, S. (2006, January). What is RtI (response to
intervention)? Paper presented at Texas RtI Summit, Austin.
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Occupational Therapy Association. For personal use only. For all other uses, contact copyright@aota.org.
92