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 Education for Students with Reading/Learning Disabilities: What Makes It 'Special'
17 What is Response to Intervention? � RTI as an approach to LD identification was proposed in a National Research Council report (Heller, Holtzman, & Messick, 1982) � Recently supported by national organization on LD groups including IRA, NASP, DLD &#...
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17 What is Response to Intervention? � RTI as an approach to LD identification was proposed in a National Research Council report (Heller, Holtzman, & Messick, 1982) � Recently supported by national organization on LD groups including IRA, NASP, DLD � NASDSE defined RTI as “the practice of (1) providing high quality instruction/intervention matched to students needs and (2) using learning rate over time and level of performance to (3) make important educational decisions (2005, p.5) � NASDE
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http://centeroninstruction.org/files/Vaughn_July_2006.pdf#page=17
centeroninstruction.org/files/Vaughn_July_2006.pdf#page=17
17 What is Response <span class="highlight">to</span> Intervention? � RTI as an approach <span class="highlight">to</span> LD <span class="highlight">identification</span> was proposed in <span class="highlight">a</span> National Research Council report (Heller, Holtzman, & Messick, 1982) � Recently supported by national organization on LD groups including IRA, NASP, DLD � NASDSE defined RTI as “the practice of (1) providing high quality instruction/intervention matched <span class="highlight">to</span> students needs and (2) using learning rate over time and level of <span class="highlight">performance</span> <span class="highlight">to</span> (3) make important educational decisions (2005, p.5) � NASDE
Utiliting CBM to Predict Placement Status/Compton, Fuchs and Fuchs
Advantages of RTI Approach z Provides assistance to needy children in timely fashion. It is NOT a wait-to-fail model. z Helps ensure that the student’s poor academic performance is not due to poor instruction. z Assessment data are collected to inform...
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Advantages of RTI Approach z Provides assistance to needy children in timely fashion. It is NOT a wait-to-fail model. z Helps ensure that the student’s poor academic performance is not due to poor instruction. z Assessment data are collected to inform the teacher and improve instruction. Assessments and interventions are closely linked.
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http://centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#page=4
centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#pa...
Advantages of RTI Approach z Provides assistance <span class="highlight">to</span> needy children in timely fashion. It is NOT <span class="highlight">a</span> wait-<span class="highlight">to</span>-fail model. z Helps ensure that the student’s poor academic <span class="highlight">performance</span> is not due <span class="highlight">to</span> poor instruction. z Assessment data are collected <span class="highlight">to</span> inform the teacher and <span class="highlight">improve</span> instruction. Assessments and interventions are closely linked.
Response to Intervention and SLD Identification - Presenter's Guide
July 2007 RTI and SLD Identification Presenter’s Guide IDEA Partnership @ NASDSE 31 Option C for Advantages of RTI: Although the task of transforming to a response to intervention process to address the needs of any and all struggling students seems dauntin...
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July 2007 RTI and SLD Identification Presenter’s Guide IDEA Partnership @ NASDSE 31 Option C for Advantages of RTI: Although the task of transforming to a response to intervention process to address the needs of any and all struggling students seems daunting at first, there are several advantages to implementing an RTI model. Dr. Lou Danielson, Director, Research to Practice Division, Office of Special Education Programs. U.S. Department of Education, during a
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http://www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pdf#page=7
www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pd...
July 2007 RTI and SLD <span class="highlight">Identification</span> Presenter’s Guide IDEA Partnership @ NASDSE 6 Response <span class="highlight">to</span> Intervention Presentation/Process Introduction: 5 minutes 5 minutes 5 minutes Response <span class="highlight">to</span> Intervention is <span class="highlight">a</span> term creating and receiving much attention in the field of education today. Presenter Tip: The introduction should be very brief and gain interest immediately. The following is <span class="highlight">a</span> starting point; adapt for
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http://www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pdf#page=32
www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pd...
July 2007 RTI and SLD <span class="highlight">Identification</span> Presenter’s Guide IDEA Partnership @ NASDSE 31 Option C for Advantages of RTI: Although the task of transforming <span class="highlight">to</span> <span class="highlight">a</span> response <span class="highlight">to</span> intervention process <span class="highlight">to</span> address the needs of any and all struggling students seems daunting at first, there are several advantages <span class="highlight">to</span> implementing an RTI model. Dr. Lou Danielson, Director, Research <span class="highlight">to</span> Practice Division, Office of Special Education Programs. U.S. Department of Education, during <span class="highlight">a</span>
Handouts for Supporting Teachers Who Are Implementing Student Progress Monitoring: A Guide...
effects of classroom reading performance data on general education teachers’ and parents’ attitudes about reintegration. Exceptionality, 4, 205-228. • Stecker, P. M., Fuchs, L.S., & Fuchs, D. (2006). Using curriculum-based measurement to improve student ach...
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effects of classroom reading performance data on general education teachers’ and parents’ attitudes about reintegration. Exceptionality, 4, 205-228. • Stecker, P. M., Fuchs, L.S., & Fuchs, D. (2006). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools. Selected references on RTI • Special issue of Learning Disability Quarterly, 27(4), Fall 2004 • Special issue of Learning Disabilities Research and Practice, 18(3), 2003 • Selected
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http://centeroninstruction.org/files/Handouts_Support.pdf#page=38
centeroninstruction.org/files/Handouts_Support.pdf#page=38
effects of classroom reading <span class="highlight">performance</span> data on general education teachers’ and parents’ attitudes about reintegration. Exceptionality, 4, 205-228. • Stecker, P. M., Fuchs, L.S., & Fuchs, D. (2006). Using curriculum-based measurement <span class="highlight">to</span> <span class="highlight">improve</span> student achievement: Review of research. Psychology in the Schools. Selected references on RTI • Special issue of Learning Disability Quarterly, 27(4), Fall 2004 • Special issue of Learning Disabilities Research and Practice, 18(3), 2003 • Selected
Response to Instruction in the Identification of Learning Disabilities: A Guide for School...
ongoing performance measure (usually through data collected twice per week) is most frequently recommended (e.g., Shinn, 2002; Fuchs & Fuchs, 1986). Operationalizing Response to Instruction Using RTI in the identification process has most frequently been embedded in a...
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ongoing performance measure (usually through data collected twice per week) is most frequently recommended (e.g., Shinn, 2002; Fuchs & Fuchs, 1986). Operationalizing Response to Instruction Using RTI in the identification process has most frequently been embedded in a multi-tiered model of assessment, intervention, and progress monitoring. This model can be conceptualized as consisting of three phases: • Determining whether effective instruction is in place for groups of students • Providing effective instruction
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http://www.nasponline.org/resources/principals/nasp_rti.pdf#page=1
www.nasponline.org/resources/principals/nasp_rti.pdf#page=1
ongoing <span class="highlight">performance</span> measure (usually through data collected twice per week) is most frequently recommended (e.g., Shinn, 2002; Fuchs & Fuchs, 1986). Operationalizing Response <span class="highlight">to</span> Instruction Using RTI in the <span class="highlight">identification</span> process has most frequently been embedded in <span class="highlight">a</span> multi-tiered model of assessment, intervention, and progress monitoring. This model can be conceptualized as consisting of three phases: • Determining whether effective instruction is in place for groups of students • Providing effective instruction
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