Appropriate Instru
Key Area #4: Appropriate Instruction
IDEA 2004 echoes the emphasis in No Child Left Behind (NCLB) that all students should be provided with research-based curriculum. In 34 CFR 300.309(b), the law requires the group making the eligibility determination to consider whether a student has received appropriate instruction by qualified personnel and documentation of student progress during instruction. A foundation of an RtI2 approach is the provision of research-based curricula provided by trained personnel.
In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is--(A) lack of appropriate instruction in reading, including the essential components of reading instruction (as defined in Section 1208(3) of the Elementary and Secondary Education Act of 1965); (B) lack of instruction in math; or (C) limited English proficiency. (20 U.S.C. 1414[b][5]).
Progress-Monitoring Data
Progress-monitoring data allow a school or district to determine if a curriculum is appropriate for its population. It is expected that most students will learn when provided with the general education curriculum as verified by progress-monitoring data. Similarly, progress-monitoring data obtained during targeted intervention will reflect the effectiveness of the intervention for students with similar needs. As noted previously in “Key Area #2: Lack of Progress,” if an intervention is ineffective for most students, then the source of difficulty may be the intervention strategy or a system or implementation issue rather than learning problems inherent in the target student.
Intervention Fidelity
In addition to progress-monitoring data that will verify the effectiveness of instruction and intervention, most RtI2 approaches suggest that it is important to ensure intervention fidelity. Mechanisms need to be in place to ensure that a research-based intervention is being administered as intended. Regularly scheduled intervention fidelity monitoring can include intervention-specific checklists, self-reports, classroom observations, and observations that are components of the research-based intervention.
Documentation
Equally important is documentation that the intervention was administered for an appropriate duration (an appropriate amount of instructional minutes was provided) and that the student was present for the intervention.
