Response to Intervention New roles for Reading Teachers in the newly authorized IDEA.

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Presentation transcript:

Response to Intervention New roles for Reading Teachers in the newly authorized IDEA

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.

300.8 (c) (10) SPECIFIC LEARNING DISABILITY- Definition (i)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.

Evaluation of SLD (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

Response to Intervention - RTI (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

But what is it? It isn’t a model. It isn’t 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.

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).

Administrative Issues States and localities must support the process. Definitions need to be determined based on the child’s 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.

Federal Money 15% IDEA Part B funds may be used for early intervention Professional Development AssessmentMaterials Other Services

What does it mean? If a student isn’t doing well in reading, he isn’t immediately referred for a special ed assessment. Special ed and general ed must collaborate to change a child’s regular ed program. How long the intervention lasts depends on what constitutes a response.

IRA Resources Response to Intervention in the Individuals With Disabilities Education Act Focus on U.S. Education Policy: Response to Intervention Resource Library