| This week you will spend time reviewing these websites and resource materials. Share out your personal experience (leave out the names of people and specific school districts) with RTI and ideas (from your research) that would have helped. Respond to others. Essential Components of RTI: Response to intervention integrates assessment and intervention within a multi‐level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence‐based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. The four essential components of an RTI framework are screening, progress monitoring, multi-level or multi-tier prevention system, and data-based decision making. Here are places to visit: National Dissemination Center for Children with Disabilities What Works Clearinghouse in Education The National Center on Intensive Intervention Intervention Central WrightsLaw ASHA RTI Action Network MA Tiered Systems of Support RTI4Success American Speech/Language/Hearing Association ATLAS Initiative The Balanced Literacy Diet Simply RTI National Association of State Special Education Directors AIMSWeb PBIS World Articles: Essential Components of RTI – A Closer Look at Response to Intervention Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom? Using a Mnemonic Strategy to Match Elements of Response to Intervention Lessons with Performance Assessment Requirements Intervention Chart Research Based Interventions RTI Overview Response to Intervention: Guidelines for Parents and Practitioners English Language Learners (ELL) and Response to Intervention (RTI): Information for K–6 Educators |
Here are the IEP pages 1-8 and the Placement page, Placement page 2. The ED-1 page will also be discussed along with the N1 page. When determining a specific learning disability we will also need to fill out these forms: Part 1, Part 2, Part 3, Part 4. Here is the form for Elementary, Pre-K and the form for grades 5-8 for Part 4. Here is the Notice of Procedural Safeguards that we reviewed in class and I thought you might like a digital copy. Education Assessment Part A and B. Eligibility Guide.
54 Comments
Mikaela Newell
7/30/2015 06:37:37 am
It took me a long time to understand what RTI actually is. It was hard for me to know when to take a child to CST, what interventions to implement prior to doing that, how to document it, who to ask for help. Fortunately, I work at a school where the staff is supportive and collaborative and I had many people to answer those questions for me. We also have interventions like LLI and math support that are available after assessment cycles. Now that I am on my schools CST team, the entire process is being clarified for me. If I remember correctly, Gina said Massachusetts scores low in RTI, perhaps this is why the explanation of the process has been fuzzy. I am guessing the process must work different from district to district and perhaps even school to school? Looking at the flow chart on DOE website, it is hard for me to understand their goals and expectations for each tier of RTI. I wonder about schools that do not have supportive and collaborative environments, are those teachers successfully able to implement interventions? In my opinion, the DOE website is not thorough enough to understand the expectations at each tier. Even now, reviewing all of this information while thinking about the state requirements and IDEA, it’s overwhelming!
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Peter Rakes
8/4/2015 05:41:42 am
Mikaela,
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Jon Weinberger
8/4/2015 07:10:59 am
I liked your comment because it is seemed to be thrust upon my school without much warning or explanation. I wish I had learned what RtI was (at the time, they only called it "Child Study Team" and RtI was not even mentioned) and how it can support our children. I would love to get training in how to be on the RtI team in the future. It seems to be a burden at times because of the amount of paperwork to fill out, but having done the paper work, the amount of help the CST offers is worth the initial paperwork time.
Jessica Fox
8/13/2015 09:39:43 am
Mikaela,
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Kelcy West
7/30/2015 08:24:00 am
Through these resources, I learned that there are three essential essential components of RTI, and without all three components, the RTI structure will not be successful. These components include:
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Mikaela Newell
8/2/2015 10:13:54 am
Hi Kelcy,
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Samantha Curtis
8/3/2015 12:35:04 am
I completely agree that an RTI plan is so similar to the IEP and in many ways its a preemptive IEP considering it is an attempt to provide a student with services to succeed so that they would potentially not need accommodations to perform well academically later on. I also think that one of the great things that comes out of the RTI plan is what you mentioned in the video. It enforces the support and collaboration of teachers to lead to better instruction for diverse learners.
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Christina Deborah Pressley
8/3/2015 05:19:37 am
Hum I like that thinking you have going on. I can see how it is just like an IEP. Maybe that's the point. That if we teach every student like they need support and extra services it will happen. Thinking about it like an IEP I can see how maybe only five percent students are in tier three. However from the statistic they said I wonder how true this is. I also wonder what pressure this puts on the teacher to do all these assessments.
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Peter Rakes
8/4/2015 06:00:07 am
Christina,
Emily Burdick
8/5/2015 11:17:05 am
Kelcy,
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8/1/2015 08:20:32 am
In the school I worked in this past year in Newton, there was RTI for students in K -3. I did not see it in action, but I saw the results of it in my 4th grade classroom. There were at least 4 students in my class that had been through RTI and now in 4th grade were working, more or less at grade level. Additionally, at least one other student who received the RTI services and had an IEP, was going to have a much more limited IEP for the following year because he had reached grade level in reading and math.
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Mikaela Newell
8/2/2015 10:17:10 pm
Hi Carol,
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Samantha Curtis
8/3/2015 12:12:41 am
Hi Carol,
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Laura Brady
8/3/2015 07:20:22 am
Hi Carol,
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Samantha Curtis
8/3/2015 12:09:47 am
I worked with RTI frequently as a paraprofessional in a moderate needs classroom. In the particular school district that I worked in we simply called it EI or Early Intervention. I agree with many of you that it is a great premise and while the exact structure of it is not specific, I think that works for the school district and teachers to cater to that particular students needs rather than having to hit exact checks throughout the process. I do believe that the greatest flaw that I saw within early intervention was the lack of support in the underfunded school district I worked in. While quite a few students we're taken into EI there were numerous that should have been taken in but lacked the funding to be evaluated on a proper basis. I saw my lead teacher fight constantly with school administration to provide access for the students to evaluation only to get a fraction of what she had requested. The students who did receive EI usually needed evaluations completed by doctors, physical therapy, and occupational therapy which once again, they usually did not have the insurance or the school funding for. My issue with RTI is not in the standards of its implementation but the lack of government funding to public school districts trying to intervene in academic failure.
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Christina Deborah Pressley
8/3/2015 05:16:10 am
Hi Samantha,
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Christina Deborah Pressley
8/3/2015 04:04:03 am
This was very helpful to see RTI. In both my practicums in undergrad I was in RTI classrooms but the teachers never really explained to me what the curriculum was, how it helped and didn't help. My last teacher actually complained about it a lot because she said that she does more paperwork now then teaching.
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Laura Brady
8/3/2015 07:13:41 am
Hi Christina,
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Emily Burdick
8/5/2015 11:33:56 am
Christina,
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Laura Brady
8/3/2015 07:09:37 am
I found this week's blog topic to be extremely useful as I do not have firsthand experience with RTI. I chose to review the Wright's Law website, as I previously found it helpful for information on writing effective IEPs. I watched the YouTube video at the source which covered several questions about the laws pertaining to the RTI process. I also reviewed the Parent's Guide to RTI article by Susan Bruce at the same website, which thoroughly explained what RTI actually is and covered many questions I had about what RTI looks like. From these sources, I discovered that is a type of early intervention for struggling students that is structured in tiers, usually three. Most importantly, I discovered what RTI is NOT; for example, RTI is not simply using special seating, shorter assignments, or "more of the same" general classroom instruction. RTI is based on the specific needs of the student and increases in intensity if the student does not respond initially to the intervention. RTI does not replace a comprehensive evaluation, but students should receive appropriate instruction in the general classroom before being referred to a special education classroom. What I found interesting about the Parent's Guide to RTI article was some of the parent concerns I had not considered before. Mainly, that if delivered incorrectly, RTI may prevent students with true learning disabilities from receiving the specialized instruction that they need. I think this is an interesting point to consider, because while it is important to provide early intervention and not necessarily diagnose a child right away, it is also important to be aware of a student's specific needs and provide them the most appropriate instruction possible.
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Kelcy West
8/4/2015 07:50:25 am
Saying what RTI is NOT is really important. Stating that RTI cannot replace a comprehension evaluation, and it is much more than seating changes and shorter assignments, is essential for teachers to know. RTI needs to be based on the specific needs of the students. We need to provide them with appropriate instruction that is well-planned and thorough to match their needs. I like that you pointed out that an RTI plan that isn't helpful will prevent children with true disabilities from receiving the specialized instruction they need to succeed.
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Peter Rakes
8/4/2015 05:56:05 am
I tried to approach this blog from a parent's perspective this time around. I agree with many who have stated that the RTI process has many similarities to the IEP process. I tried to consider that this might be confusing to some parents because they are very similar in concept but different in the process and criteria. I wondered if parents would be wary if their child were to be successful but then have their supports or accommodations taken away once the child is no longer considered to be eligible once they have "caught up" to their peers. Also would there be stigma related to a child in tier three as opposed to tier one? As professionals we see these tiers as just identifiers that are helpful in managing plans, however it could increase stress in parents or children by having a specified label in addition to being in such a program to begin with.
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Jon Weinberger
8/4/2015 07:04:38 am
Peter,
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Kelcy West
8/4/2015 07:34:36 am
Thank you for this comment, I had some similar questions as Peter and this cleared things up for me. I didn't even think about the transition for children who move tiers. Fading the supports slowly is a great idea so that the students don't feel abandoned. 8/12/2015 10:28:53 am
Laura and Peter,
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Jon Weinberger
8/4/2015 06:46:42 am
I am a big fan of RtI and enjoyed reviewing some of the resources provided. In the YouTube videos I watched, I noticed that they were reviewing the general components of RtI, which I am familiar with, so I focused my attention the Massachusetts Tiered Systems of Supports website. Even though I knew a lot of what I was reading about, I was able to focus on understanding WHY each component is important and not just what RtI is.
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8/12/2015 10:52:09 am
Jon,
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Emily Burdick
8/5/2015 11:08:28 am
I actually do not have personal experience with RTI. In Greece, we did have a CST team (entitled “CSS”), but i did not work closely with that group nor did I do the referring. Often, I was talking to concerned parents and writing reports on observable measures that I noticed in my class (such as test grades, disruptive behaviors, etc). These resource were thus incredibly useful to me as I had little idea of RTI or the goals. I want to highlight that I received my Elementary Education license from the state of Massachusetts without any knowledge of these support systems (and never writing an IEP). I think this is a strong indicator of why we are not top performing as a state. I watched some of videos for a basic explanation of RTI which provided me with important information (like not replacing common curriculum, but supplementing it). I looked at The Balanced Literacy Diet website and found a plethora of information for my own first grade classroom. I took advantage of the website’s virtual tours and toured around some of the first grade classrooms. One take-away from the virtual tours was the “receipes” during the visual tour that zoomed in on key components, such as the science and literacy station that incorporated many different components for students to interact with. I am certainly going to return to this website for future classroom ideas and how to keep RTI needs in mind.
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Jessica Fox
8/13/2015 09:44:30 am
Emily,
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Jessica Fox
8/13/2015 09:33:07 am
I had a really hard time in the beginning understanding RTI. I never want to assume too quick to send a child to Child Study Team. The staff I work with is very supportive and work very well with guiding each other and helping each other in the right direction. Some other supports we have are LLI and math support available for students.
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