Enhancing Student Support: The Role of Response to Intervention (RTI) Under IDEA and NCLB

1. Response to Intervention

2. Individuals with Disabilities Education Act of 2004 • Changes to align with No Child Left Behind (NCLB) • Allows districts option of RTI or Patterns of Strength and Weaknesses model Background

3. Response to Intervention (RTI) is a way of organizing instruction and assessment that has two purposes: 1. To identify students needing help in reading and prevent the development of serious learning problems; and 2. To identify students who, even when they get extra help, make very limited progress. Response to Intervention

4. Focus on core curriculum • Universal screening for early identification and intervention • Researched based interventions • Effective progress monitoring used to guide decision making Response to Intervention

5. Allows districts to take a more dynamic look at the student in determining whether they have a learning disability. • Rather than waiting until failure escalates over an extended period of time, and • The student eventually demonstrates a severe discrepancy between ability and achievement. Response to Intervention

6. Universal level: Research based interventions used with all students at a particular grade level (core program.) • Targeted level: Research based (supplemental) interven- tions used with students whose progress places them at some risk for not meeting instructional goals. • Intensive level: Research based interventions used with students whose progress places them at high risk for not meeting instructional goals. Interventions

7. Allows comparison of your child’s progress to the performance of peers • Is appropriate to your child’s age and grade placement • Is appropriate to the content monitored, and • Allows for interpretation of the effectiveness of the intervention Progress Monitoring

8. Designed to provide for the majority of students’ needs and serve all students: • Research-based core instructional programs provided by general education teacher • Progress monitoring of students • Analysis of progress monitoring results to determine which students are at risk and require more intense instructional support. Tier One Instruction

9. For students for whom Tier One instruction is insufficient • Students who are falling behind on benchmark skills • Require additional instruction to achieve grade-level expectations. • Progress is monitored often to determine whether they are responding to the intervention. Tier Two Intervention

10. Intensive • Strategic • Supplemental • Often considerably longer in duration than Tier 2 • Provide sustained, intensive support in the specified area of need. • Instruction is individualized or delivered in small groups. • Progress monitoring is continued. Tier Three Intervention

11. Students needing supplemental instruction, progress monitoring data is collected. • If data show that, despite intervention(s), a student continues to be at high risk for not meeting instructional goals, individualized instruction is made available to the student. Team Data Decisions

12. Uses scientific, research-based core reading programs. • Offers a range of scientific, research-based interventions through general education. • Monitors reading progress of all K-5 students three times a year. • Allows teams to use problem-solving. • Use assessment and progress data to make decisions. Corvallis School District

13. Know immediately, “Is what we are doing working?” • Know which students need more/different • Know what each student needs • Provide structures to deliver what students need • Reduce rates of identification of student learning disabilities • Prevent reading problems before they occur • Raise student achievement RTI will help us to:

14. Referral to Services

15. Parent Notice • Meeting Notice Referral

16. School Team and parent review information • Notice of evaluation procedures • Informed written consent • Completed within 60 school days Evaluation Planning

17. School team and parent review assessment data • Written statement of eligibility prepared • Determination of adverse impact and need for special education services • Signature of agreement or disagreement • Copies provided to parent • If eligible, consent for initial provision Eligibility Determination

18. Developed by school team and parent • Student is invited when postsecondary goals are considered, at a minimum Individual Education Plan

19. Least Restrictive Environment • General education setting, special education setting, separate class options • Determined by school team and parent Placement

20. Annual Review • Three year reevaluation Reviews

21. Questions