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based on current research for implementing RTI. It is designed to provide comprehensive coverage of RTI to help the user understand, design and evaluate RTI features. The introduction defines RTI and explains its use within the process of SLD determination. The manual also discusses school-wide screening, progress monitoring, a tiered service delivery model and fidelity of implementation, and gives examples of RTI processes. Other participants shared information about literature that other national

9 0 http://centeroninstruction.org/files/RtIasitRelatestoEIS.pdf#page=9 centeroninstruction.org/files/RtIasitRelatestoEIS.pdf#page=9

that while there are variations in RTI implementation, there are more similarities than differences between various models. He went on to explain what RTI implementation generally looks like across various implementation models: Students receive high quality, research-based instruction by qualified staff in general education settings. RTI is generally based on a multi-tiered model of increasing the intensity of instruction and interventions similar to the Positive Behavior Support model.2

10 0 http://centeroninstruction.org/files/RtIasitRelatestoEIS.pdf#page=10 centeroninstruction.org/files/RtIasitRelatestoEIS.pdf#page=10

based on current research for implementing RTI. It is designed to provide comprehensive coverage of RTI to help the user understand, design and evaluate RTI features. The introduction defines RTI and explains its use within the process of SLD determination. The manual also discusses school-wide screening, progress monitoring, a tiered service delivery model and fidelity of implementation, and gives examples of RTI processes. Other participants shared information about literature that other national

11 0 http://centeroninstruction.org/files/RtIasitRelatestoEIS.pdf#page=11 centeroninstruction.org/files/RtIasitRelatestoEIS.pdf#page=11

these sources do not give cohesive, clear messages to those in charge of providing instruction to students. Limited fidelity of instruction: In order to implement RTI and EIS effectively, LEAs must ensure that high quality research-based instruction has consistently been provided with fidelity. Gaps in research: Currently, a lack of confidence in the knowledge base and a mismatch between current research and the immediate needs for implementation appears to exist. There is a need for more research

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believe that NCLB’s AYP is not enough of an impetus to improve classroom instruction. Encourage research, syntheses and the development of implementation tools. Fund a national mechanism to coordinate RTI for all students. Establish funding priorities for rigorous research and technical assistance in the following areas: determining what quality instruction is (i.e., best practices for diverse learners in diverse settings such as middle school, high school, urban and rural schools); identifying

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recommendations and the implementation considerations is that of increasing the use of evidence-based instructional strategies. The failure to implement and sustain effective practices in the classroom has been implicated as a major explanation for poor outcomes for special education and general education students alike. High quality instruction is the foundation of RTI and of obvious importance to the achievement of all students. In 2002, the President’s Commission on Excellence in Special Education recommended

centeroninstruction.org/files/RtIasitRelatestoEIS.pdf#page=10

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New Roles in Response to Intervention: Creating Success for Schools and Children

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education services earlier in the process rather than waiting until students fail. III. NEW AND EXPANDED ROLES Reading Intervention Specialists offer expertise at many levels of RTI implementation, from system- wide program design through specific assessment and intervention efforts with the individual student. New and expanded roles of Reading Intervention Specialists within the RTI model may include: • Helping to select, design, implement, and interpret whole school screening programs and dynamic

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Collaboration SLPs have a long history of working collaboratively with families, teachers, administrators, and other special service providers. SLPs play critical roles in collaboration around RTI efforts, including the following: • Assisting general education classroom teachers with universal screening • Participating in the development and implementation of progress monitoring systems and the analysis of student outcomes • Serving as members of intervention assistance teams, utilizing their expertise

20 0 http://centeroninstruction.org/files/rti_role_definitions.pdf#page=20 centeroninstruction.org/files/rti_role_definitions.pdf#page=20

education services earlier in the process rather than waiting until students fail. III. NEW AND EXPANDED ROLES Reading Intervention Specialists offer expertise at many levels of RTI implementation, from system- wide program design through specific assessment and intervention efforts with the individual student. New and expanded roles of Reading Intervention Specialists within the RTI model may include: • Helping to select, design, implement, and interpret whole school screening programs and dynamic

24 0 http://centeroninstruction.org/files/rti_role_definitions.pdf#page=24 centeroninstruction.org/files/rti_role_definitions.pdf#page=24

many levels, from program design to professional development. System Design Reading specialists are among the best-trained professionals in the school district to help develop, implement, and evaluate new models of service delivery. These roles include: • Providing professional development for teachers by offering them the additional support needed to effectively implement RTI (various instructional programs and practices). • Identifying and analyzing existing literature on scientifically-based

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behavioral perspective; a greater emphasis on instructional intervention and progress monitoring prior to special education referral; an expansion of the school psychologist’s assessment “tool kit” to include more instructionally relevant, ecologically based procedures; and possibly the need for additional training in all of the above. New and Expanded Roles School psychologists working in districts that opt to develop RTI procedures can offer tremendous value and expertise at many levels, from system

centeroninstruction.org/files/rti_role_definitions.pdf#page=20

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Supporting Teachers who Are Implementing Student Progress Monitoring: A Guide for Administ...

75 Greatest Advantages of RTI „ RtI is about taking control of school outcomes „ RtI provides a system structure to continuously improve results „ RtI provides a system structure for importing scientific research-based instructional procedures „ RtI allows fo...

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75 0 http://centeroninstruction.org/files/PPT_Support.pdf#page=75 centeroninstruction.org/files/PPT_Support.pdf#page=75

75 Greatest Advantages of RTI RtI is about taking control of school outcomes RtI provides a system structure to continuously improve results RtI provides a system structure for importing scientific research-based instructional procedures RtI allows for customization of implementation at a school level

centeroninstruction.org/files/PPT_Support.pdf#page=75

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Response to Intervention and SLD Identification - Presenter's Guide

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Share Activity Lead in question: What are the advantages and disadvantages of RTI? Distribute Handout #4: RTI: Advantages/Disadvantages July 2007 IDEA Partnership 24 Program/Process Evaluation � Systematic and ongoing � Assess integrity/fidelity of implementation of interventions � Assess integrity of implementation of overall process � High quality, research-based instruction � Screening and progress monitoring � Data analysis � Problem-solving � Data-driven decision-making

29 0 http://www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pdf#page=29 www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pd...

Share Activity Lead in question: What are the advantages and disadvantages of RTI? Distribute Handout #4: RTI: Advantages/Disadvantages July 2007 IDEA Partnership 24 Program/Process Evaluation � Systematic and ongoing � Assess integrity/fidelity of implementation of interventions � Assess integrity of implementation of overall process � High quality, research-based instruction � Screening and progress monitoring � Data analysis � Problem-solving � Data-driven decision-making

65 0 http://www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pdf#page=65 www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pd...

July 2007 RTI and SLD Identification Presenter’s Guide IDEA Partnership @ NASDSE 64 Disproportionality Over-identification, or under-identification, of students from minority populations who are served through special education; Essential components of an RTI process Core components of an effective RTI process include • Multi-tier model • Problem-solving method • Integrated data collection and assessment system Evidence-based Practice Educational practices

www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pd...

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Responsiveness to Intervention and Learning Disabilities

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needed competencies be developed in novice and experienced professionals, and (3) which competencies best match the roles and competencies of RTI models? New Competencies in Professional Educators Competencies in LD. Effective implementation of RTI requires new roles for school personnel who serve students with LD. There may be an overlap between the competencies required of special education, general education, and related service providers. Uncertainty exists about the levels of competence required

9 0 http://www.ldaamerica.org/pdf/rti2005.pdf#page=9 www.ldaamerica.org/pdf/rti2005.pdf#page=9

Responsiveness to Intervention and Learning Disabilities National Joint Committee on Learning Disabilities ~ June 2005 9 Financial Support. Although several RTI models have been implemented in various parts of the United States, there is very little information available about the comparative costs of RTI with more traditional service delivery models. However, the changing personnel needs, increased resource requirements, and added professional development activities typical of initial

10 0 http://www.ldaamerica.org/pdf/rti2005.pdf#page=10 www.ldaamerica.org/pdf/rti2005.pdf#page=10

needed competencies be developed in novice and experienced professionals, and (3) which competencies best match the roles and competencies of RTI models? New Competencies in Professional Educators Competencies in LD. Effective implementation of RTI requires new roles for school personnel who serve students with LD. There may be an overlap between the competencies required of special education, general education, and related service providers. Uncertainty exists about the levels of competence required

www.ldaamerica.org/pdf/rti2005.pdf#page=10

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Responsiveness to Intervention & Learning Disabilities

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www.ldanatl.org/pdf/rti2005.pdf#page=10

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