RESPONSE TO INSTRUCTION ________________________________ RESPONSE TO INTERVENTION

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RESPONSE TO INSTRUCTION_________________________
_______RESPONSE TO INTERVENTION

• New Opportunities for
• Students and Reading Professionals

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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.

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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

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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

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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.

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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

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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

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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.

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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.

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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

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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).

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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.

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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.

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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.

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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.

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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.

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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.

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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

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WHAT IRA IS DOING

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

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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.

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RESOURCES

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