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 - President’s 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 community’s 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 student’s 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