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RtI: An Overview

This overview discusses the Response to Intervention (RtI) framework as a means to support students in need of special education. It highlights the requirements of the No Child Left Behind (NCLB) Act, emphasizing that all students must have access to effective, research-based instruction. The definition of Specific Learning Disability is examined, particularly how it relates to discrepancies in abilities and achievement. The text advocates for a shift towards eligibility based on lack of response to strategic interventions rather than merely historical performance, ensuring timely support for struggling students.

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RtI: An Overview

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    1. RtI: An Overview *** Nikarre Redcoff, SELPA Program Specialist

    2. NCLB, Special Ed, and the idea of “Response to Intervention” NCLB requires that ALL students have access to research-based, effective instruction Right now, kids qualify for special education, under Specific Learning Disability when there is a severe discrepancy between their abilities and their achievement. But for some younger kids who struggle, this means they can’t get support if they need it- they haven’t been alive long enough, or failed long enough to show a discrepancy! New definition- kids who don’t respond to increasingly strategic intervention can be considered eligible for special education (read: kids shouldn’t be determined to have a disability if they haven’t been received effective instruction)

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