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RESPONSE TO INSTRUCTION ________________________________ RESPONSE TO INTERVENTION

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RESPONSE TO INSTRUCTION _____ RESPONSE TO INTERVENTION New Opportunities for Students and Reading Professionals * – PowerPoint PPT presentation

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Title: RESPONSE TO INSTRUCTION ________________________________ RESPONSE TO INTERVENTION


1
RESPONSE TO INSTRUCTION_________________________
_______RESPONSE TO INTERVENTION
  • New Opportunities for
  • Students and Reading Professionals

2
WHAT IS RESPONSE TO INTERVENTION?
  • New process to determine specific learning
    disability
  • Origins - Presidents Commission on Excellence in
    Special Education (2002)
  • Children with LD should first be considered
    general ed students
  • Special education should embrace a model of
    prevention as opposed to failure.

3
IDEA AND RTI
  • In determining whether a child has a specific
    learning disability , an LEA shall NOT be
    required to take into consideration whether a
    child has a severe discrepancy between
    achievement and intellectual ability.
  • In determining whether a child has a specific
    learning disability, an LEA may use a process to
    determine if the child responds to scientific,
    research-based intervention as a part of the
    evaluation procedures

4
FUNDING SUPPORT
  • An LEA may use up to 15 of IDEA funds to
    develop and implement coordinated, early
    intervening services for students who have not
    been identified as needing special education but
    who need additional academic and behavioral
    support to succeed in a general education
    environment.
  • Under certain specific conditions T- I and T- III
    funds may be used for professional development of
    non-special ed staff as well as for RTI related
    activities

5

EXPANDED VISION RTI AS RESPONSE TO INSTRUCTION
  • RTI is a Systemic Reform Process for
  • early identification of learning needs,
  • addressing the needs of all learners,
  • making data-based decisions in a comprehensive
    framework,
  • close collaboration among administrators,
    classroom teachers, specialists, and parents,
  • commitment to use resources for student progress
    in general education.

6
OPPORTUNITIES IN RTI
  • All students receive effective reading
    instruction in the general classroom
  • Reading teachers collaborate in promoting best
    practice reading instruction
  • School-wide reform based on good reading
    instruction
  • Move to close achievement gap

7
PRINCIPLES in RTI
  • Not a one size fits all approach
  • Not owned by any one profession
  • Requires a shift in approach to assessment
  • Requires parental involvement
  • Requires collaboration

8
RTI IS NOT A ONE SIZE FITS ALL APPROACH
  • Policy says that states and districts should
    have the flexibility to establish models that
    reflect their own communitys unique situation
    and available resources.

9
RTI IS NOT OWNED BY ANY ONE PROFESSION
  • RTI works across general and special education
    for an integrated system guided by student data.
  • Research based instruction and intervention by
    qualified personnel address students individual
    difficulties.

10
RTI REQUIRES A SHIFT IN APPROACHES TO ASSESSMENT
  • From traditional standardized methods to models
    that measure changes in individual performance
  • From a within child deficit context to emphasis
    on instructional intervention and progress
    monitoring prior to special education referral

11
RTI REQUIRES PARENTAL INVOLVEMENT
  • Parents are informed and meaningfully involved in
    collaboration.
  • Equip parents are better to support and reinforce
    academic and behavioral programs at home.
  • Parents should be informed of their right to
    request a special education evaluation at any
    time (90 day rule then applies).

12
RTI REQUIRES COLLABORATION
  • Requires authentic collaboration among
    administrators, educators, related services
    personnel and parents
  • Provides opportunities for all team members to
    expand their traditional roles and
    responsibilities, to engage in broader array of
    service delivery options and take on new
    leadership opportunities.

13
EXPANDED ROLES IN RTI
  • Roles of school personnel will require changes
    in the ways that general and special education
    engage in assessment and intervention to provide
    effective instruction for all students.

14
RTI AND CLASSROOM TEACHERS
  • Assess student responses to good first
    instruction within the classroom.
  • Adapt instruction within the core reading program
    as opposed to creating totally new programs.
  • Use multiple strategies to promote learning.

15
RTI AND READING TEACHERS
  • Identify systemic areas of student need and
    appropriate instructional strategies
  • Develop, lead, and evaluate school literacy
    programs
  • Identify and analyze evidence-based approaches to
    literacy assessment and instruction
  • Provide PD for all teachers.

16
READING TEACHERS AS TEAM MEMBERS
  • Serve as resources for paras, teachers,
    administrators, and community
  • Work cooperatively with other professionals in
    planning programs
  • Consult on implementation as well as individual
    student needs
  • Provide leadership for school literacy program
  • Develop and lead professional development
    programs.

17
IN MEETING THE RTI CHALLENGE, READING TEACHERS
WILL
  • Partner with other team members
  • Provide direct services
  • Adopt a systemic approach to
  • how core instruction is selected, designed, and
    implemented
  • how students are identified for specialized
  • instruction,
  • how student performance is assessed,
  • how decisions are made.

18
COMMON EXAMPLES
  • Three tiers of instruction at increasing levels
    of intensity
  • Core curriculum for all students
  • Supplemental small groups
  • Intensive individual interventions
  • Three types of assessment
  • Screening
  • Progress monitoring
  • Diagnosis

19
WHAT IRA IS DOING
  • RTI Commission
  • State Networks
  • Disseminating Information
  • Sharing effective models
  • Working with
  • Special Education Groups
  • IDEA Partnership
  • RTI Action Network
  • NICHD

20
CONCLUSIONS
  • IDEA does not mandate significant change or
    prohibit traditional practices. It encourages
    new approaches and opportunities to enhance
    literacy instruction for the benefit of all
    students.
  • RTI approaches show promise for closing the
    achievement gap and for reducing disproportionate
    numbers of low SES and minority students in
    special education.

21
RESOURCES
  • www.reading.org
  • www.rtinetwork.org
  • http//idea.ed.gov
  • www.nasdse.org
  • www.ldonline.org
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