Tennessee State Level Findings for learning disabilities identification through Response to Interventions: Multi-Tiered System of Supports

Bivins, J.K. (Joanna)
Tennessee Department of Education, 710 James Robertson Pkwy, 37013, Nashville

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Learning, Interventions, Evaluations, Specific Learning Disability, Collaboration, dyslexia, universal design for learning

Summary

Tennessee began using evaluation standards that include response to intervention (RTI) as the method for identifying a specific learning disability for elementary schools in 2014, middle schools in 2015, and high schools in 2016. The poster will review the state's framework, data trends/ research findings, revisions based on lessons learned, and how characteristics of dyslexia are addressed in the framework per state legislation. Over the course of the first few years of implementation, the identification rate of specific learning disabilties has decreased and data indicates that the descrepancy betweens identification rates of racial subgroups has decreased. Thus we are seeing more equitable practices within schools for students. We have learned the value of collaboration between academic instructors, literacy coaches, special education providers, and school psychologist in order to proactively meet student needs, refer appropriately, and evaluate effectively for a learning disability. By hosting joint communities of practice sessions for the above mentioned roles, school district teams have addressed problems of practice and identified ways to improve collaboration within the RTI framework. Additionally, practices have been refined and shifted from a strong procedural focused perspective to an understanding of a universal design for learning and problem solving model. 

Auteurs