Response to Intervention is a set of regulations under what act?
Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)
Discrepancy Model means waiting for
a two-year discrepancy between students’ measured reading achievements and their expected reading achievements. AKA Waiting to fail.
RTE consists of 3 components:
Universal screening for the early identification of students at risk of struggling in reading Provision of tiers of instruction ranging from the general education program to intensive intervention,sometimes in special education Continuous monitoring of student progress
An IEP includes the 7 elements:
Current levels of educational performance Annual goals and short term objectives Explanation of the need for special education and related services Explanation if the child cannot be mainstreamed in the general education classroom Description and schedule of special education services provided Assessment of student progress, included needed accommodations
IDEA was reauthorized as
the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) which was carefully aligned with provisions of NCLB (NEA 2004).
IDEIA provides alternate ways for identifying
Under IDEIA, identified students must
meet the same state standards as all other students, including ELL students, with some exceptions for students with severe cognitive disability.
Under IDEIA, special education teachers are now required to be
RTI is a process that further refines IDEA with an assessment of the effectiveness of
a scientific, research based intervention in improving an identified child’s academic performance.
RTI identify 8 areas of low achievement, 6 in language arts.
if they are at risk of not meeting prescribed benchmarks
If students do not meet benchmarks after scientifically valid interventions are applied
the RTI models provide for interventions in small groups to provide additional assistance
RTI is designed to identify
learning disabilities and ensure identified students receive appropriate instruction
Recommended principles of RTI
Preventing problems emphasizing increasingly differentiated and intensified instruction or intervention informing literacy instruction meaningfully through assessment ensuring strong collaboration among literacy professionals and cooperation among parents, teachers and students Providing for a comprehensive systematic approach to assessment and instruction for all students and teachers providing instruction from well prepared teachers
Tier One encompasses
the general education program and all students
Effective core reading instruction in grades K-5 includes
pnonemic awareness and phonics instruction, fluency instruction, vocabulary instruction and comprehension instruction.
Tier-Two is Small Group Intervention Standard treatment call for
tutoring in small groups using an evidence-based approach. Focus is on accelerating reading growth so that students can catch up and progress monitoring for 6-8 weeks is recommended
Tier three Intensive Intervention includes
validated treatment protocols along with progress monitoring and diagnostic assessment
The two approaches for implementing RTI are
Interactive Strategies Approach Comprehensive Intervention Model
Interactive Strategies Approach (ISA)is based on 5 major principles
Vygotskian perspective Not permitting disengagement or lack of participation setting high expectations interface between classroom and support services planning for success
ISA model goals:
Motivating to read and write/enjoyable Alphabetics Word learning Vocabulary comprehension
Comprehensive Intervention Model has 4 tiers:
Tier 1:Core classroom program with grouped differentiated instruction Tier 2: small group instruction with intervention dependent on child’s needs. Tier 3 Reading Recovery in 1st grade and reserach based intervention Tier 4 Intensive specialized education after services in tiers 1 – 3.
RTI assessment is designed to provide
information to help teachers and school districts meet the needs of individual students at risk of failure in literacy.
Curriculum-Based Measurement (CBM), or benchmark assessment is used as the term for
universal screening that takes place in the regular classroom Tier 1 general education program.
Diagnostic Assessment is
a very thorough process that is used with students who fail to reach the cut score in Tier 1 assessment.
Progress Monitoring is
regular and systematic assessment of the trajectory of student gains in all tiers. Mazes (modified cloze tests) are often used to check progress in reading comprehension.
Evidence based literacy programs for Tier 2 and 3 are