The State Dept of Education just sent me information on the Early Intervening services and response to intervention (RTI). We have registered a team to go to one of the ½ sessions to learn about the state requirements. We do not know if we have been accepted. Information from the state on RTI is as follows:
“What is RTI? Response to Intervention is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions (NASDSE, 2005). CT schools must have appropriate alternative programs and interventions that provide a continuum of educational opportunities to students as part of the regular education program (C.G.S.sec.10-76d-7, P.A.98-243).
The 2004 amendments to the Individuals with Disabilities Education Act (IDEA) address two new concepts designed to support state and local efforts to prevent inappropriate referrals to special education. The regulations allow a local education agency (LEA) to consider a child’s response to scientific, research-based intervention (SRBI) as part of the determination process for a Specific Learning Disability (SLD). This process is commonly referred to as Response to Intervention (RTI). In a separate section of the law, the regulations also permit an LEA to use not more than 15% of its IDEA Part B funds to develop and implement Early Intervening Services (EIS) for children in grades K-12 who are not currently identified as needing special education or related services including professional development, personnel to provide the services, and instructional materials. Generally, the use of funds is discretionary, except when a LEA has significant disproportionality in special education based on race or ethnicity.
Critical features in RTI include:
UNIVERSAL SCREENING (a.k.a. common district assessments): a type of assessment that is characterized by providing quick, low cost, repeatable screening of age-appropriate skills to all students. Screening data are organized in formats that allow for the analysis of both group and individual performance on specific skills over time. They should be provided at lease three times a year and utilized to validate and informal instructional decisions that will results in improved student performance.
CONTINUUM OF SUPPORT (a.k.a. “the triangle”): a multi-tiered model of service delivery characterized by instruction that is differentiated to meet learners’ needs at various tiers. Data-based decision making is essential in determining the intensity and nature of intervention needed. Each tier represents increasingly intense services that are associated with increasing levels of student supports, whether for enrichment or reinforcement.
PROGRESS MONITORING (a.k.a. data management system): an ongoing, systematic process for gathering academic and behavioral data. Mini curriculum-based assessments are utilized to directly ensure concepts and skills; they are formative in nature and sensitive to small increments of growth. Data should be utilized to examine student performance frequently over time, evaluate effectiveness of interventions, and inform instructional decisions in order to accelerate student growth.”
More information can be found at: http://www.ctserc.org/ and http://www.ct.gov/
7 comments:
Hi Mary, Thank you for the RTI update. I was very interested in the section on "progess monitoring". It states that mini-curriculum based assessments are utilized. I was wondering where these assessments might come from and what they would look like. This seems to be what we need by tier 2. Carol
Carol,
These assessments would be "dip-stick" type assessments that would indicate if students are grasping the new concept. We presently do not have them but we need to develop some district wide. It may be something we could work on over the summer.
Mary
Carol, North Branford is using Aimsweb..for dipstick type assessments. I am going to go and look at them. They are using in K first.
MP
Mary. I was hoping you might have suggestions for classroom management during my daily 30 minute, RTI time. Getting 23 students settled into silent reading time right after lunch often takes some time, then I have to get my materials together for my RTI group and settle them in and before you know it, I only end up with a very short time for real instruction. Thanks for any advice you might offer!
Classroom management is always difficult when you want to work with a small group. I do not know what grade you are teaching but setting up learning centers is one way to keep all students working interactively. Also the use of readers and writers workshop is another great strategy to use that promotes independence in student learning. I will include the name of some resources on my blog that may help you.
Thanks for your input ...this will help us all
Mary
Hi Mary,
We recently met during a grade level meeting to discuss students in the RTI process. A question came up concerning the grouping of children among the grade level teachers during Tier 2 and 3 interventions. Is this something we should consider? Does the RTI model mention this as a possible arrangement during an intervention?
Carol
It is my belief that the classroom teacher should have the responsibility for any student in his/her class that needs intervention. If you start moving these students to different classes, their school day becomes more fragmented and these are the students that need consistency.
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