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Response to Intervention

Response to Intervention. RtI. Definition of RtI:. RtI is a multi-tiered approach to providing high quality instruction and intervention matched to student needs, using learning rate over time and level of performance to inform instructional decisions. IDEA 2004.

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Response to Intervention

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  1. Response to Intervention RtI

  2. Definition of RtI: • RtI is a multi-tiered approach to providing high quality instruction and intervention matched to student needs, using learning rate over time and level of performance to inform instructional decisions.

  3. IDEA 2004 • Response to intervention was listed as a portion of IDEA 2004. • It was implemented in order to change the way that students are identified as SLD.

  4. What does IDEA say? • Allow local agency’s to consider a child’s response to scientific research-based interventions, as part of the SLD determination process. • Allow states to use alternative research-based procedures for determining a child as SLD. • States may not require the use of a severe discrepancy between intellectual ability and achievement to determine whether a child has a SLD • Require a public agency to use the State criteria in determining whether a child has a SLD and discuss the role that response to scientific research-based interventions plays in a comprehensive evaluation process.

  5. Why RtI? • Committees were concerned that students were being labeled SLD due to IQ scores. • It was felt that by using RtI in the classroom that schools could better distinguish the difference between a student with SLD to a student whose learning difficulties could be resolved through scientifically based general education interventions.

  6. The Speech and Language Discrepancy • Studies of children who are IQ-discrepant and IQ-consistent in math and in speech and language have not supported IQ-discrepancy model. • Consensus report from the National Institute of Deafness and Communication Disorders specifically recommended that “IQ referencing” not be used for identifying children with speech and language disorders (Tager-Flusberg & Cooper, 1999)

  7. RtI consists of three instructional tiers to help in the prevention of labeling a student as learning disabled

  8. Tier One • This tier is the foundation on instruction and consists of scientific, research-based core instructional and behavioral methodologies, practices and supports. • Designed to address the needs ALL general education students. • Tier One is preventative and proactive. • 80%-90% of students will fall into this tier and will not need any further interventions beyond this point.

  9. Tier 2 • This tier uses supplemental instruction and interventions that are provided in addition to and in alignment with effective core instruction and behavioral support. • Provided to some students (at-risk) • High efficiency • Rapid Response • 5%-10% of students will fall into this tier and will not need any further interventions beyond this point.

  10. Tier 3 • Consists of intensive instructional or behavioral interventions provided in addition to and in alignment with effective core instruction with the goal of increasing an individual student’s rate of progress. • Administered on a one-on-one basis • Assessment-based • High Intensity • Of longer duration (up to 12 weeks) • 1%-5% of students will need interventions at this level. • If a student is unsuccessful after this intervention tier he/she will be referred for special education testing.

  11. Questions to ask yourself when using RtI • Define: What is the problem • Analyze: Why is it occurring? • Implement: What are we going to do about it? • Evaluate: Is it working?

  12. Response to Intervention • Studies do not find relationships with IQ or IQ discrepancy. • IQ tests do not measure cognitive skills like phonological awareness

  13. Main Points • IQ-Achievement Discrepancy is not a valid means for identify individuals with LD. • There is no need for IQ tests in the indefication of LD. • Elimination of IQ tests in the identification of LD will help shift the emphasis of Special Education away from eligibility and towards getting the interventions put into place that the child needs.

  14. Resources: • Building the Legacy: IDEA 2004. (2007, January). Retrieved June 11, 2009, from U.S> Department of Education: http://idea.ed.gov/explore/view/p/,root,dynamic,QaCorner,8, • Overton, T. (2009). Assessing Learners with Special Needs An Applied Approach 6th Edition. Upper Saddle River: Pearson Education, Inc. • Pasternack, R. The Demise of IQ Testing for Children with Learning Disabilities. (2002) • Response to Intervention. (n.d.). Retrieved June 10, 2009, from http://www.florida-rti.org/flMod/definition.htm

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