National Center for Learning Disabilities

 

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May 15, 2012 ACTION UPDATE

Position Statement on Determination of Specific Learning Disabilities
The National Center for Learning Disabilities (NCLD) created a Position Statement on Determination of Specific Learning Disabilities in response to the critical need for guidance on the development and implementation of effective and efficient policies and practices for the identification of students with specific learning disabilities.  This position statement addresses key concerns and issues that have been expressed nationwide by educators and parents.  We encourage disseminating this information amongst your school community. Requests for multiple copies of this statement may be fulfilled here. 
 
RTI Blog: Advocacy Opportunities in RTI
Planning for fundamental changes to school policies and procedures can bring a rush of exhilaration and enthusiasm to school teams.  If teams realize late into their planning that they missed discussing how students with IEPs will fit into the new structure, planning discussions can lose momentum. In this month’s blog entry, Advocacy Opportunities in RTI, Dawn Miller identifies three key places for school teams to purposefully discuss how students with IEPs will be included into the school’s RTI model, keeping the team on course for successful planning.
 
RTI Talk: Colorado’s RTI Implementation Rubrics
June 1, 2012, 11:30 AM – 12:30 PM ET

The Colorado Department of Education (CDE) has developed a set of fidelity tools to assist districts, schools, and educators with the implementation of RtI. These tools, the RtI Implementation Rubrics, are designed to improve outcomes for students and to support a scaling up of effective practices. Join the Colorado Department of Education team during our next RTI Talk as they answer your questions about developing school improvement plans, tracking fidelity of implementation, and establishing a continuous improvement cycle appropriate for your stage of implementation.


QUESTION OF THE MONTH

If a child is being serviced for Tier 3 and monitored as such, shouldn't the interventions in Tier 2 still be taking place for that child and also be monitored? Would that be an overlap of progress monitoring in both tiers, or should different aspects of learning be addressed within the two tiers between the 2 teachers? Should the Tier 2 interventions continue to be monitored, to determine if the interventions being executed in Tier 2 work?

In her response, Lauren Campsen, Principal, Ocean View Elementary School, provides clear information on striking the right balance between progressing monitoring and targeted interventions between tiers 2 and 3.


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 Realizing the Potential of RTI: The Value of Response to Intervention 
In this month’s video, Realizing the Potential of RTI: The Value of Response to Intervention, Judy Elliott, Former Chief Academic Officer with the Los Angeles Unified School District, emphasizes the intense effort and “courageous conversations” educators have made in the process of implementing RTI and how doing what is in the best interest of their students is some of the hardest – and most beneficial -- work of their careers.

NEWS & ANNOUNCEMENTS

Leadership Network Announcement

Is the RTI team in your building or district in need of additional support to make RTI implementation a success? Enroll in the Leadership Network to receive personalized implementation support for the 2012-2013 school year! Leadership Network members receive 9 months of specialized professional development through monthly mentoring calls, entry into a community of professionals from across the country, sharing of topical resources and access to on-demand and individualized problem solving with expert mentors. Space is limited to 50 teams, so apply today!

GlobalScholar's 5th annual RTI Survey 
The RTI Action Network is jointly conducting a survey with GlobalScholar and a number of leading education organizations to capture the extent to which Response to Intervention (RTI) has been adopted and implemented in school districts. The survey consists of 31 questions and can be completed in approximately 15 minutes. Survey responses are strictly confidential and will only be reported in the aggregate. We encourage you to participate so we have as large and representative sample as possible from your state. Take the survey now!

Results of the 2012 survey will be available in a report jointly published by the sponsoring organizations. Thank you in advance for your participation in the survey!

Special Education Law Symposium
Lehigh University is offering a Special Education Law Symposium, Legal Strategies & Successes on the Cutting Edge, on the campus of Lehigh University in Bethlehem, PA, June 24 - June 29, 2012. Designed for a national audience, this intensive one-week, well-balanced program is available on both a non-credit and graduate-credit basis and provides a thorough analysis of the leading issues under the IDEA and Section 504. The topics include eligibility, including RTI; FAPE; LRE; discipline; remedies; and autism. Register today!

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A Program of:
National Center for Learning Disabilities
Funding By Cisco Foundation
The RTI Action Network is made possible by the generous support of Cisco Foundation.
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