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RESPONSE TO INTERVENTION Response to Intervention is NOT a special education program, and it is NOT the newest way to get kids to be tested in order to get into special education. We have included RTI on the department website to provide a resource for our staff on this topic. It is a structured, systematic model of problem solving, based in general education and is NOT a special education initiative. RTI began with the No Child Left Behind Act of 2001 and is a part of the effort to bring special education into alignment with NCLB. These concepts are included in the reauthorization of IDEA in 2004 (IDEIA). This legislation is not local; it is effecting changes across the nation, and Xenia Community Schools are moving forward in that direction as well. Key Changes in IDEA 04 Federal Regulations Relating to RTI: •Requirements to establish a severe discrepancy between ability and achievement is gone •No requirement to determine if achievement is commensurate with ability (only to determine if achievement is commensurate with age and grade level standards) •Assessment of processing deficits is not required •No requirement to assess ability or intellectual development •Regulations are not prescriptive in requiring these assessments, but also is not restrictive (allows not requires) – allowing flexibility, while focusing on student outcomes toward state standards •Gives guidance to states on recommendations to develop procedures regarding when disability is suspected and regarding parent participation
Resources: National Center on Student Progress Monitoring The Center's mission is to provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas (Gr. K-5). National Center on Response to Intervention The Center’s mission is to provide technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RTI/EIS. Research Institute on Progress Monitoring The Office of Special Education Programs (OSEP) has funded the Research Institute on Progress Monitoring to develop a system of progress monitoring to evaluate effects of individualized instruction on access to and progress within the general education curriculum. AIMSweb provides its users the assessment materials and ability to organize and report Curriculum-Based Measurement (CBM) - standardized measures of basic skills - including reading, early literacy, early numeracy, mathematics, spelling, and written expression. Review of Progress Monitoring Tools The National Center on Student Progress Monitoring provides this information to assist educators and practitioners in making informed decisions about scientifically based tools that best meet their individual needs. Looks VERY USEFUL ! DIBELS Official DIBELS Home Page STEEP STEEP is a research-based response to intervention program that guides users to match an appropriate intervention to the needs of struggling learners. STEEP uses a standard protocol approach to quickly identify the type of intervention needed in reading or math for students not achieving benchmarks. RTI Practitioner's Almanac Miami University, Oxford, has a comphrensive reading assessment online. |
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