How Response to Intervention (RTI) Works: A Guide for New Teachers by https://padlet.com/christi_riley1/wd0c1lscf1ji Legal Guide by Christi Riley en-us 2020-02-19 01:09:57 UTC 2020-02-28 01:15:04 UTC hello@padlet.com #1 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/447181641 The goal of the Response to Intervention (RTI) process is to identify struggling students early on through assessments, and provide effective instructional interventions to improve student performance while monitoring progress. This padlet explains to educators the process and some of the laws and policies, as well as best practices iin the RTI field. 
As a future counselor, I want to understand the intervention process so I will be able to assist educators on my campus with offering the most opportunities possible for our struggling students. ]]> 2020-02-19 01:15:41 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/447181641 #2 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/447188448 Personal Interview-
Interviewee: Janet Massey, M.Ed.
West Central Texas Shared Services Arrangement (WCTSSA), Intervening Specialist
Summary: All students can learn and it is far easier to intervene when learning and behavior problems are small, than to wait until larger deficits require more intense forms of intervention (Ogonosky, 2018). "Response to Intervention (RTI) is designed to support all students who are struggling by identifying them early on and closing the learning gap before it becomes a larger problem. If a student doesn't respond to RTI, the student may be referred for more specialized testing to possibly identify a learning disbility" (Massey, personal interview).
Best Practices:
  • Multi-tiered approach- Screen all students with assessment tools in Tier 1, use diagnostics to determines which students are struggling in Tier 2, and progress monitoring is used to make decisions in Tier 3.
  • Interventions & Curricula are based on research and all decisions are data-based.
  • Student progress is monitored and data collected to determine effectiveness of intervention.
Emerging Issues: "Recent laws such as Senate Bill 1153 (2019) have changed the requirements for notifying parents when their child begins receiving intervention assistance" (Massey, personal interview).
Information must be shared with the parents including the assessments used to gather the data and an estimated time frame for the duration of the assistance provided. The school district must have certain criteria for entering and exiting the RTI process. This information will be shared with parents as their child enters the process. These requirements are new with the passing of SB 1153 in June of 2019.
References: 
Massey, J. (2020, February 18). Personal interview. 
Ogonosky, A. (2018). The response to intervention handbook. ED311. 
Senate Bill 1153, 86th, 1st Sess. (2019).
]]> 2020-02-19 01:38:02 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/447188448 #3 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/447188521 RTI Action Network-
A Program of the National Center for Learning Disabilties
Citation: RTI Action Network/Learn about RTI. (n.d.) Retrieved from http://www.rtinetwork.org/learn
 
The National Center for Learning Disabilities created this website for educators as well as parents and families of struggling students. This website explains what RTI is and how it works. It also provides the research behind the methods. The website provides links for parents to connect with experts on the subject of RTI. Information is also provided for educators to learn to implement RTI with fidelity in their classrooms by participating in professional learning videos, webinars, forums, and blogs. ]]> 2020-02-19 01:38:14 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/447188521 #4 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/447188644 Here's What Makes or Breaks RTI and Other School Support Systems
Citation: Sparks, S.D. (2018, August 2). Here's what makes or breaks RTI and other school support systems. Education Week. https://blogs.edweek.org/edweek/inside-school-research/2018/08/Positive_behavior_systems_support_sustainability.html
This article provides tips for principals and superintendents to implement the program on their campus in order to be able to sustain their initiatives in supportive intervention. Two factors were listed as indicators of a successful program: team data use and implementation, and critical mass. ]]> 2020-02-19 01:38:36 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/447188644 #5 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448334349 RTI May Fall Short in Flagging Certain Students
Citation: Samuels, C. A. (2017, February). RTI may fall short in flagging certain students. Education Week. Retrieved from https://www.edweek.org/ew/articles/2017/02/15/rti-may-fall-short-in-flagging-certain.html

RTI has been shown to be beneficial in flagging struggling students but not so beneficial in identifying students with learning disabilities. The RTI instructional model is designed to identify students in need of extra assistance and provide researched based multi-tiered interventions to these students. However, exactly how long a student should be receiving specialized interventions before being referred for a comprehensive evaluation, remains unclear. Potentially, RTI could be delaying the identification of children with learning disabilities, defeating the purpose of IDEA's "Child Find" requirement of identifying, locating, and evaluating children with disabilities. ]]> 2020-02-20 21:31:00 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448334349 #7 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448334858 The Rehabilitation Act of 1973
Law Source: Statutory Law
Citation: The Rehabilitation Act of 1973, 29 U.S.C. § 701 et seq
  • Prohibits discrimination based on a disability in programs directed by federal agencies or receiving federal assistance
  • Protects qualified individuals with disabilities
  • Establishes special responsibilities to the Secretary of Education for coordinating programs within the Department of Education with respect to individuals with disabilities 
]]> 2020-02-20 21:32:18 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448334858 #8 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448334995 Americans with Disabilities Act of 1990
Law Source: Statutory Law
Citation: Americans with Disabilities Act of 1990, Pub. L. No. 101-336, § 504, 104 Stat. 328 (1990)
  • A Civil Rights Law that prohibits discrimination against individuals with disabilities
  • Section 504 ensures each child with a disbility has equal access to an education with accommodations and modifications, as directed
]]> 2020-02-20 21:32:39 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448334995 #9 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335049 Every Student Succeeds Act of 2015
Law Source: Statutory Law
Citation: Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016)
Replaced No Child Left Behind (NCLBL) Law
  • Impacts K-12, public education students
  • Goal is to make sure all kids receive a quality education- including low income, minorities, special education students, and English language learners
  • Standards are set for all students by the state with preparations for college and career
  • Struggling students have goals to close the achievement gap with other students
]]> 2020-02-20 21:32:46 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335049 #10 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335107 Growing Students
Citation: Growing Students/Region 14 Education Service Center (2020). Retrieved from https://www.esc14.net/page/CILF_RtI
This website offers support for educators and families of Region 14 students in regards to RTI. There are links to other websites which offer RTI information, forms for educators to use in the RTI process, contct information for educational service center contacts, and monitoring options available to districts. ]]> 2020-02-20 21:32:55 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335107 #11 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335190 American School Counselors Association Ethical Standards for School Counselors
Citation: American School Counselors Association (2016). Ethical Standards for School Counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

According to the American School Counselors Association Ethical Standars for School Counselors,   counselors have a responsibility to students which includes (A.3.d),  using a comprehensive data-informed program to: use data to determine needed interventions, which are then delivered to help close the information, attainment, achievement and opportunity gaps. Response to Intervention is a data driven, multi-tiered program used to close the gap with students struggling in academics or behavior, as compared to their educational peers. ]]> 2020-02-20 21:33:05 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335190 #12 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335226 Center on Response to Intervention: The Essential Components of RTI
Citation: The Essential Components of RTI/Center on Response to Intervention at American Institute for Research (n.d.) Retrieved from https://rti4success.org/

Information is provided on the website for educators to better understand the four essential components of the RTI process: data-based decision making, screening, progress monitoring, and multi-level prevention system. Links are also provided to provide support for educators struggling in the implementation components of RTI. ]]> 2020-02-20 21:33:12 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335226 #13 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335278 Best Practices for RTI Programs 
  • Screening is used to identify students who may be at risk for poor learning outcomes.
  • All students in a grade level should be screened.
  • Short term progress monitoring and testing is used to collaborate students' risk status.
  • Progress monitoring is also used to evaluate the effectiveness of instruction.  
  • Multi-level prevention systems include: level one or the primary level of high quality core instruction for every student, level two is eveidence-based interventions of moderate intensity for the struggling students, and level three is individualized interventions of increased intensity for students showing minimal response to other levels of interventions.
  • Data analysis occurs, along with decision making, in all levels of RTI.
  • Screening and progress monitoring data are used to make decisions about instruction, movement through the system, and disbaility identification, in accordance with state laws.
]]> 2020-02-20 21:33:19 UTC https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335278 #6 christi_riley1 https://padlet.com/christi_riley1/wd0c1lscf1ji/wish/448335887 Individuals with Disabilities Education Act (IDEA)
Law Source: Statutory Law
Citation: Individuals with Disabilities Education Act, 20 U.S.C.. §1400 (2004)
  • Purpose is to provide free appropriate education to children with disabilities
  • At no cost to the family, schools are required to find children suspected of having disabilities and perform an assessment
  • School district must provide special  education related services to students who qualify
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