National Center for Learning Disabilities


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December 20, 2012 ACTION UPDATE

Examples of Effective RTI Use and Decision Making
The final part of this three-part series on RTI decision making, Examples of Effective RTI Use and Decsion Making: Part 3 Mathematics provides case examples in mathematics to show how Response to Intervention decisions are reached in real-world scenarios. This concise, yet informative, article helps educators identify where RTI implementation efforts can be tightened up for more accurate decision making and stronger learning effects.  
Using RTI Data to Inform SLD Determination
Understanding how to make the transition from using IQ discrepancy evaluations to determine SLD identification to a new model based on individual student data and benchmarking can be one of the most challenging elements of implementing an RTI model. In her final entry, Using RTI Data to Inform SLD Determination: Part 5 of a 5 Part Blog Series, Evelyn Johnson, details Idaho’s process of reimagining the SLD eligibility process in order to help others with their determination processes.
RTI Lessons Learned
In this month’s video, RTI Lessons Learned, Markay Winston, Chief Officer of Instructional Learning Supports with the Chicago Public Schools, offers early RTI implementers reassurance and insights to help them with their RTI journey. The most important advice is to emphasize to staff all of the ways their current practice can be woven into the new RTI model, thus validating the strong foundation the school already has in place. Once teachers realize they are not starting from scratch, the process of early implementation can become more enjoyable for everyone.

Ask the Experts

Jack Fletcher, Ph.D., Distinguished University Professor of Psychology at the University of Houston, has responded to a series of questions about identifying learning disabilities concluding with “What happens with the student who scores at or just above the percentile for RTI model? We are told that if a child does not score in the 5-10th percentile a child does not have a learning disability. If a child does not score in the top 3 percent a child is not gifted. Can you clarify any of this and reassure us that a child with such a discrepancy would not have a learning disorder?”

In responding to the full list of questions, Dr. Fletcher provides guidance on how to prioritize areas of concern when evaluating discrepancies in data.

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Evaluating and Refining Implementation
RTI Implementation evaluation provides the staff in a building with evidence of how well the model is being implemented and informs the professional development process. In Evaluating and Refining Implementation, George Batsche offers recommendations and tools for evaluating your implementation efforts to help you gather direct evidence that the decision to implement RTI has resulted in positive outcomes for all students.


RTI Pilot Site Selection: Things to Consider

Because of the great importance of pilot sites in effective RTI implementation, teams must take great care in selecting pilot sites that will lead to the desired goals and outcomes of the pilot project. The National Center on Response to Intervention’s information brief, RTI Pilot Site Selection: Things to Consider, guides teams through the steps of developing an RTI pilot site selection process. It provides team facilitators discussion questions that they can use to help teams examine their priorities, evaluation strategies, resources, and possible selection processes.

The ABCs of RTI in Elementary School: A Guide for Families
The National Center on Response to Intervention has developed The ABCs of RTI in Elementary School: A Guide for Families to help parents and other family members understand the essential components of Response to Intervention (RTI), ask questions about RTI, and understand how the RTI framework may be used to help their children succeed in school.

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