How Does Response to Intervention (RTI) Work by Stacy Fischer https://padlet.com/stacy_fischer1/20zc7bz0kdop en-us 2019-07-19 05:53:07 UTC 2019-07-22 06:42:50 UTC hello@padlet.com #1 - Professional Perspective stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663442 After teaching for eight year, I will be stepping into the role of an Instructional Coach this school year. I will be responsible for helping teachers track data and implementing interventions to better serve each student. Since stepping into this role, I wanted to take a deeper look into the process of Response to Intervention (RTI) so I can better serve the teachers and students on my campus. ]]> 2019-07-19 05:55:24 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663442 2 - Interview stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663467 The interview was conducted with Mrs. Zesch, who formally served as a teacher, instructional coach, assistant principal, and most recently a principal at the elementary level in San Angelo ISD. Mrs. Zesch stressed the importance of monitoring students. At her campus, Mrs. Zesch required teachers to place students in Tier 2 upon immediately failing a grading period. Mrs. Zesch explained that if students are beginning to receive interventions, parents will be notified. If teachers and the RTI team do not see improvement with initial interventions, the team will come together and alter interventions. If no improvements are made and the student is at least a year behind, testing for special education will be considered. As with all issues that arise in schools, Mrs. Zesch did stress the importance to document everything. She stated to always keep in mind, "if it is not documented, it did not happen" (Zesch, personal communication, 2019). As a principal, it is important that Mrs. Zesch stayed current with all legal requirements that she must make sure students are receiving. She provided her teachers with constant communication that helped to keep all teachers focused on the progress of students. All staff also met on a regular basis every nine weeks to discuss all students who were on Tier 2 or 3 or if students needed to be added. Mrs. Zesch did say that to help her stay current on all legal matters, she would read articles, monitor the TEA website for yearly accommodations, and always contact the Region Center when she had questions regarding legal matters. Mrs. Zesch provided a wonderful perspective on how she monitors student growth through RTI and how she keeps parents informed when adding a student to Tier 2 or Tier 3. ]]> 2019-07-19 05:56:04 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663467 #3 - Professional Association stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663481 In What is RTI and Why Should We Care  by Margaret Searle, the book outlines the basic qualities of RTI and examples as to what constitutes RTI and what does not. Chapter one in this book also explains what RTI looks like at the district level and the campus level, as well as, a description as to where RTI originated.  

Searle, M. (2010). What is RTI and Why Should We Care? ASCD.  Retreieved from http://www.ascd.org/publications/books/109097/chapters/What-Is-RTI-and-Why-Should-We-Care%C2%A2.aspx]]> 2019-07-19 05:56:30 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663481 #4 - Current News stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663558 Some Texas districts where violating policies regarding qualifying special education students. The high percentage of student qualifying for special education attracted the attention of the government which resulted in investigating the process. This article addresses how RTI works in relation to having a student tested for special education.  

Samuels, C. (2018). Ed. dept. finds Texas suppressed enrollment of special education students. Education Week, 37 (17). Retrieved from https://www.edweek.org/ew/articles/2018/01/11/ed-dept-finds-texas-suppressed-enrollment-of.html]]> 2019-07-19 05:58:00 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663558 #5 - Current News stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663575 In this article, school districts report the varied requirements from districts have regarding the amount a time should be receiving support through RTI before being referred for a special education evaluation. The article continues to explain how without specific guidelines as to the length of interventions and types of interventions students are receiving, many students are failing through the gaps identifying students disabilities.

Samuels, C. (2017). RTI may fall short in flagging certain students. Education Week, 36 (21). Retrieved from https://www.edweek.org/ew/articles/2017/02/15/rti-may-fall-short-in-flagging-certain.html]]> 2019-07-19 05:58:10 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663575 #6 - Education of Individuals with Disabilities stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663767 (20 U.S.C. 33 § 1414)

Statutory Law

The United States Code of Education of Individuals with Disabilities establishes the assistance needed for student with disabilities, as well as, the eligibility for the individualized education programs.

  http://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim 


]]> 2019-07-19 06:01:15 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663767 #7 - Child Find stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663780 (34 C.F.R. § 300.111)

Administrative Law

The Code of Federal Regulations has established the section Child Find. Within this section, states are required to have policies in effect to identify students with disabilities and identify services needed for that student.

https://www.ecfr.gov/cgi-bin/text-idx?SID=c54438bf1bb673f0b29ac4870f0455db&mc=true&node=se34.2.300_1111&rgn=div8]]> 2019-07-19 06:01:22 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663780 #8 - Right to Information Concerning Special Education and Education of Students with Learning Difficulties stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663786 (TEC § 26.0081)

Statutory Law

TEC § 26.0081 states that parents must be notified each year that students are receiving additional intervention strategies to support learning difficulties.

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.26.htm

]]> 2019-07-19 06:01:29 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663786 #10 - Local Administrative Law stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663796 SAISD has established the local policy for Equal Education Opportunities. The district has outlined the policy for referring students to special education programs. With RTI being the road to intervene before a student is referred to special education, this policy establishes the foundation for steps to consider after interventions. 

San Angelo ISD. (2016). Equal education opportunities. Retrieved from https://pol.tasb.org/Policy/Download/1139?filename=FB(LOCAL).pdf

]]> 2019-07-19 06:01:38 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663796 #9 - Full Individual and Initial Evaluation stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663797 (2 TAC § 89.1011 (a))

Adminsitrative Law

2 TAC § 89.1011 established that prior to testing to qualify a student for special education services, prior intervention should be considered and implemented.

http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089aa.html#89.1011]]> 2019-07-19 06:01:38 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663797 #11 - Ethical Principle stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663899  ELCC 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students 

ELCC 2.1 establishes the high expectations students will face within their schools. Through this standard, the RTI team will monitor student progress, establish best practices in the classrooms, and provide personalized approaches to learning to help students better succeed. ]]> 2019-07-19 06:03:12 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663899 #12 - Non Law Source stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663998 The Center for Response to Intervention is a beneficial resource that allows the viewer to review the four essential components within RTI. This website also provides detailed information as to how to effectively serve students using each of the four components. Resources are provided throughout the website to better serve the teachers and administrators. ]]> 2019-07-19 06:04:34 UTC https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371663998 #13 - Best Practices for Compliance stacy_fischer1 https://padlet.com/stacy_fischer1/20zc7bz0kdop/wish/371664007
  • All students are in Response to Intervention. Tier 2 and Tier 3 students receive additional interventions to close the learning gaps. 
  • Generally, RTI interventions are implemented before students are tested for a learning disability. After multiple interventions and still no progress, a student is usually referred for special education testing. 
  • Tier 2 interventions are generally implemented for a grading period before moving to Tier 3. 
  • A child does not need to work through the tiers in order to be tested for special education. If a parent makes a request for a student to be evaluated, the district can conduct testing to determine if a student has a learning disability. 
  • Educators must carry out interventions with fidelity. If interventions are not carried out with fidelity, students are not being provided with the services they are needing to be successful.
  • From this legal guide that establishes the policies RTI covers, it is beneficial in establishing the best interventions for the students. Teachers must be aware when a student is struggling so they are legally able to provide the services the student needs. If a student does qualify for special education, they will legally receive all the accommodations set forth in their ARD. If a student does not qualify for special education, they will remain in Tier 3 and receive extra support under RTI policies. 
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