Response to Intervention

1
Response to Intervention

• New roles for Reading Teachers in the newly
  authorized IDEA

2
What is RtI?

• New opportunity?
• New procedure?
• New requirement?
• All of the above!
• The goal of RtI is to reduce special ed
  designations for children whose primary problem
  is with reading instruction.

3
300.8 (c) (10) SPECIFIC LEARNING DISABILITY-
Definition

• GENERAL- Specific learning disability means a
  disorder in one or more of the basic
  psychological processes involved in understanding
  or in using language, spoken or written, which
  disorder may manifest itself in the imperfect
  ability to listen, think, speak, read, write,
  spell
• (ii) DISORDERS NOT INCLUDED - Specific learning
  disability does not include a learning problem
  that is primarily the result of visual, hearing,
  or motor disabilities, of mental retardation, of
  emotional disturbance, or of environmental,
  cultural, or economic disadvantage.

4
Evaluation of SLD

• 300.307 (2) May not require the use of a severe
  discrepancy between achievement and intellectual
  ability and achievement for determining whether a
  child has a specific learning disability as
  defined in 300.8

5
Response to Intervention - RTI
300.307 (a) (3) Must permit the use of a process
that determines if the child responds to
scientific, research-based intervention as a part
of the evaluation procedures
6
But what is it?

• It isnt a model.
• It isnt a procedure.
• It is a problem-solving mechanism that links
  special education and regular education to
  quickly intervene to help a child get on track.

7
The Role of Reading Teachers in the RtI Process
Collaboration

• Reading Teachers should be a member of the
  observation team when the child's learning
  problems involve reading.
• Reading Teachers should be service providers in
  the RtI process.
• Reading Teachers should share expertise with the
  other professionals on the team (i.e. special ed,
  social workers, Title I, general educators, and
  administrators).

8
Administrative Issues

• States and localities must support the process.
• Definitions need to be determined based on the
  childs needs.
• Common understandings about how much time is
  needed and how progress is measured should be
  determined.
• If RtI does not work then the child is referred
  for special ed assessment.

9
Federal Money

• 15 IDEA Part B funds may be used for early
  intervention
• Professional Development
• Assessment
• Materials
• Other Services

10
What does it mean?

• If a student isnt doing well in reading, he
  isnt immediately referred for a special ed
  assessment.
• Special ed and general ed must collaborate to
  change a childs regular ed program.
• How long the intervention lasts depends on what
  constitutes a response.

11
IRA Resources

• Response to Intervention in the Individuals With
  Disabilities Education Act
• Focus on U.S. Education PolicyResponse to
  Intervention Resource Library
• www.reading.org/resources/issues/