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Response to Intervention & Special Ed Stats: Progress Report

special ed statsDr. Chris Weber is a former teacher and school administrator distinguished by his track record of helping at-risk students achieve. He’s an expert on Response to Intervention (RtI) and has authored several bestselling books on the subject. In his recent webinar for Scientific Learning, he gives a progress report on RtI, including trends in special education statistics to date.

Dr. Weber begins by returning to the question of why we have Response to Intervention at all. In answer, he explains that special ed hasn’t been all that successful in keeping students on track to graduate ready for college or a skilled career. Students with disabilities drop out at twice the rate of their peers, and 80% never learn to read. CLD students (learners who are culturally and linguistically diverse) are over-represented in special ed, for no supportable reason. And, most significant, perhaps, is the fact that very few learners who enter special ed ever exit—only about 3%.

Weber’s criticism is not about how well special ed has performed for students who have profound disabilities, but instead for the very high percentage of students who have a mild to moderate specific learning disability, defined as a disorder in one of the basic processes (reasoning, memory, processing, attention, etc.) underlying a student’s ability to use language, spoken or written, to read, spell, write, or to do mathematical calculations. Often, schools still offer separate courses for special ed learners, an approach that sends a clear message of lower expectations, intentionally or not. He also cites students who are “curriculum casualties”—learners who have not responded to intervention and who are prematurely or wrongly given a disability diagnosis despite the fact that the intervention, or instruction, provided was actually ineffective. 

It’s a moral imperative, says Weber, that we correct this state of affairs. Socioeconomic status and home language should not make a difference, nor should ethnicity or gender. The decisions we make for all students, he says, should be made with the same care and commitment as those we make for our own sons and daughters.

Another, sometimes unacknowledged driver of RtI, says Weber, is the urgency of helping all students develop 21st century skills. RtI is not just for students who we’ve traditionally thought of as underperforming. In some districts, students who are currently meeting state proficiency standards—which in many states, he says, have been set too low—are still not making the year-to-year growth they need in order to graduate ready for college or a skilled career. RtI can be the framework that accelerates learners to competency on the path that follows graduation.

Weber goes on to discuss several additional points:

  • Where did RtI come from?
  • How can we measure RtI’s impacts?
  • What might RtI look like?

He also discusses the tradeoffs that must be made in prioritizing both academic and behavioral skills, as both are essential for success in school and career. Watch the full webinar to get all the details, including special ed stats and data that you may not see elsewhere.

Related reading:

RTI is a Verb

Fast ForWord® Language Series Has Greatest Impact of Any Intervention Listed by NCRTI

 

 

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Categories: Education Trends, Fast ForWord, Reading Assistant, Special Education

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