Post by lilly on Feb 21, 2012 13:21:09 GMT -5
Here are some links to support the following statements but do the reading & research yourselves...
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What is RtI:
www.rtinetwork.org/learn/what/whatisrti
"Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:
High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child."
________________________________
www.p12.nysed.gov/specialed/RTI/guidance/LD.htm
Minimum Requirements of a Response to Intervention Program (RtI)
"Effective on and after July 1, 2012, a school district must have an RtI process in place as it may no longer use the severe discrepancy between achievement and intellectual ability to determine that a student in kindergarten through grade four has a learning disability in the area of reading."
"When determining if a student has a learning disability, the data from multiple sources indicates that the student, when provided appropriate instruction:
2 (a) is not making sufficient progress toward meeting those standards when provided with appropriate instruction consistent with an RtI model;
or
(b) exhibits a pattern of strengths and weaknesses in performance and/or achievement relative to age or grade level standards as found relevant by the CSE;"
__________________________________________________
www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep11-07rtimemo.pdf
"It has come to the attention of the Office of Special Education Programs (OSEP) that, in some instances, local educational agencies (LEAs) may be using Response to Intervention (RTI) strategies to delay or deny a timely initial evaluation for children suspected of having a disability. States and LEAs have an obligation to ensure that evaluations of children suspected of having a disability are not delayed or denied because of implementation of an RTI strategy."
Please examine the procedures and practices in your State to ensure that any LEA implementing RTI strategies is appropriately using RTI, and that the use of RTI is not delaying or denying timely initial evaluations to children suspected of having a disability. "
_______________________________________________
- RtI applies to ALL kids.
- Effective July 2012, RtI must be in place in all NY schools. (Wantagh is on the road but not there yet.)
- RTI is consistent with IDEA regulations, both of which say it is no longer acceptable for kids to "wait to fail" before early identification and intervention for learning disabilities.
- Although RtI may sometimes be perceived as a district-wide philosophy, RtI practice must be in effect for K-4 reading and behavioral interventions.
- In NY, RtI may be used as one of several components of an evaluation for identifying LD kids.
- RtI cannot be used to delay or deny timely special ed referrals, evaluations and services (referrals may be initiated by the school or parents).
_____________________________
What is RtI:
www.rtinetwork.org/learn/what/whatisrti
"Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:
High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child."
________________________________
www.p12.nysed.gov/specialed/RTI/guidance/LD.htm
Minimum Requirements of a Response to Intervention Program (RtI)
"Effective on and after July 1, 2012, a school district must have an RtI process in place as it may no longer use the severe discrepancy between achievement and intellectual ability to determine that a student in kindergarten through grade four has a learning disability in the area of reading."
"When determining if a student has a learning disability, the data from multiple sources indicates that the student, when provided appropriate instruction:
2 (a) is not making sufficient progress toward meeting those standards when provided with appropriate instruction consistent with an RtI model;
or
(b) exhibits a pattern of strengths and weaknesses in performance and/or achievement relative to age or grade level standards as found relevant by the CSE;"
__________________________________________________
www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep11-07rtimemo.pdf
"It has come to the attention of the Office of Special Education Programs (OSEP) that, in some instances, local educational agencies (LEAs) may be using Response to Intervention (RTI) strategies to delay or deny a timely initial evaluation for children suspected of having a disability. States and LEAs have an obligation to ensure that evaluations of children suspected of having a disability are not delayed or denied because of implementation of an RTI strategy."
Please examine the procedures and practices in your State to ensure that any LEA implementing RTI strategies is appropriately using RTI, and that the use of RTI is not delaying or denying timely initial evaluations to children suspected of having a disability. "
_______________________________________________