Email - RTI Action Update - December 13, 2010 - National Center for Learning Disabilities

December 13, 2010 ACTION UPDATE

Considering Tier 3 Within an RTI Model

The RTI framework at Tier 3 focuses on the needs of individual students who are experiencing significant academic, social, and/or behavioral problems. In this article, Dr. Ruth Ervin provides a general overview of special considerations relating to Tier 3 prevention and intervention efforts. RTI practitioners can guide their decision making at Tier 3 by adhering to a step-by-step self-questioning model detailed in this article.

Let's Not Go Back to the Good Old Days before RTI

In this article, Drs. Louisa Moats, Stevan Kukic, and Robert Pasternak address the reservations that researchers Drs. Cecil Reynolds and Sally Shaywitz expressed in a recent paper about RTI—namely that the RTI model as originally conceived does not work to the advantage of students with learning disabilities (LD). These authors argue that when RTI is used effectively, at-risk students—including those with LD—receive the evidence-based instruction and intervention they need even before eligibility for special education determination. Read more to learn why they believe we have the potential to reach the goal of RTI—to help all students succeed.

Upcoming RTI Talk: Special Education Within An RTI Framework

December 14, 2010 at 11:30 a.m. ET

Join Ann Casey and Bob Heimbaugh during our next RTI Talk as they answer your questions about the special educator's role within a multi-tier educational framework. Dr. Casey and Mr. Heimbaugh will also offer tips on deploying special education resources effectively and efficiently to help as many students as possible get what they need based on lessons they have learned through their extensive experience working in schools to implement RTI.

Submit advance questions now or simply join the chat live on Tuesday, December 14, 2010 at 11:30 a.m. ET.

QUESTION OF THE MONTH

Head Start has a federal requirement to service children with an IEP (10% enrollment to children with disabilities.) If school districts are using Response to Intervention and finding fewer children eligible for special education, and therefore fewer children with IEPs, they will not meet their federal requirement. Any suggestions on how to work with LEA's on this?

Dr. Mary Ruth Coleman emphasizes that even with RTI, there will always be children who need special education services and therefore will meet the 10% requirement for Head Start.

She believes that Head Start will have to review their requirements as more educators begin implementing RTI and offers suggestions for what this review may include and how LEA's can document and submit evidence for changes needed within Head Start requirements.

Read her full response to this question of the month.

Blog: Establishing an Intervention Protocol Within RTI

In her latest post, Dr. Dawn Miller discusses one of the early decisions that needs to be made by a district or building implementing RTI—how to design the approach to intervention? Her Kansas school district created a reading intervention protocol that articulates the "front line interventions," which vary by big idea addressed and intensity. Dr. Miller outlines the next steps educators must take in establishing an intervention protocol by addressing three areas of need: understanding an intervention approach at a deeper level; using the problem-solving approach when articulating needs; and maintaining focus on the core.


		NEWS & ANNOUNCEMENTS A Response to the Learning Disabilities Association of America (LDA) White Paper on Specific Learning Disabilities (SLD) Identification In this article, the Consortium for Evidence-Based Early Intervention responds to the Learning Disabilities Association of America's (LDA) White Paper on Evaluation, Identification, and Eligibility Criteria for Students with Specific Learning Disabilities, which expressed concerns about the use of RTI for identifying specific learning disabilities (SLD) and supports comprehensive assessments that reveal a student’s pattern of cognitive strengths and weaknesses (PSW). The Consortium presents counter-arguments in favor of RTI and against PSW models. NAESP Annual Convention Gretchen Goodman, an international education consultant and experienced early childhood educator, instructional support teacher, and staff development specialist, will lead two interactive sessions focused on RTI at the NAESP 2001 Annual Convention & Exposition. Her sessions (on Friday the 8th during the April 7-10 event in Tampa, Florida) offer practical, hands-on strategies that enhance learning for all children. For more details and to register, go to the NAESP Convention Web site.

A Program of:

The RTI Action Network is made possible by the generous support of Cisco Foundation.

Founding Partners:
AFT, IRA, NAESP, NASDSE, NASP, NASSP, and NEA.

Meets all 20
of the Standards
for Charity Accountability

Do you enjoy RTI in Action? Become a "FRIEND of NCLD" today and help support NCLD's RTI Action Network programs.

The National Center for Learning Disabilities is listed by the Internal Revenue Service as a 501(c)(3) non-profit organization. All gifts made to NCLD are tax deductible to the fullest extent allowed by law.

Unsubscribe from receiving email, or change your email preferences.