OSPA Fall CONFERENCE 2004

Oklahoma School Psychological Association Presents

Special Education Eligibility: Response to Intervention

David R. Prasse, Ph.D.

Professor and Associate Dean

School of Education

Loyola University, Chicago

Special Education Eligibility: Response to Intervention

Systemic reform in special education and school psychology has led to the implementation of service delivery models in many states and school districts that focus on specific instructional and behavioral needs as a basis for intervention. Most problem solving reform initiatives recognize that decisions of special education entitlement must be based on a data base that is instructionally and behaviorally relevant to developing and delivering effective interventions.

Utilizing a student response to intervention in lieu of the determination of an ability-achievement discrepancy has been recommended in a number of professional papers and is now a part of the revisions to IDEA 2004. Rather than focusing on a static, transitory view of student performance, as characterized by traditional eligibility standardized individual assessment, response to intervention allows for an analysis of the instructional environment in which the academic/behavioral issues occur and bases interventions on research-supported practices that are likely to lead to gains in student performance if sufficiently implemented. This workshop will focus on the process, skills, and data necessary to make entitlement decisions regarding special education eligibility based on student responses to effective interventions delivered with integrity. Both the legal and research-based foundation for this approach will be presented.

Learning Objectives

Understand the professional issues contributing to reforms in the special education delivery system.
Learn how IDEA 2004 supports & encourages the implementation of problem solving models.

Learn the 3-tier response to intervention model.

Learn the specific activities associated with each tier.

Understand the importance of curriculum & instruction as essential components of effective interventions.

Learn to incorporate assessment of the instructional environment in the model.

Understand how to make a special education eligibility decision using data from a problem solving response to intervention model.
Dr. David Prasse is Professor and Associate Dean, School of Education, Loyala University Chicago. The author of numerous articles and book chapters on legal issues in school psychology, he has helped shaped school psychology and special education reform initiatives in several states and is currently consulting with several states and school districts throughout the country. He received his Ph.D. in School Psychology from Indiana State University.

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