RtI

=RtI - Response to Intervention (June 14th)=

1974, congress enacted Education for All Handicapped Children Act 94-142
 * updated every five years
 * 2004, updated to IDEA (Individuals with disabilities education act)

IDEA
 * removed discrepancy model and determining qualifier for special ed
 * Wisconsin's New Rule for SLD (specific learning disabilities)
 * November 30, 2013, schools must use RtI as a model to determine special education qualifying students
 * initial evaluations and documentation must show at least 1.25 standard deviations below the mean in one or more of eight areas
 * An IEP team may determine the classroom instruction to be inadequate and, therefore, not qualify for an IEP
 * SLD criteria
 * oral expression
 * listening comprehension
 * written expression
 * basic reading skill
 * reading fluency
 * reading comprehension
 * mathematics calculation
 * mathematics problem solving
 * exlusionary factors
 * environmental, economic disadvantage, or cultural factors
 * lack of instruction, including in the essential components of reading instruction

Discrepancy Model
 * used to determine eligibility for SLD services
 * focused on the discrepancy between intellectual ability and academic performance
 * wait-to-fail model

IDEA (2004) transitions to RtI

RtI (d2l handout)
 * intervene early
 * use multiple/on-going data points to make decisions
 * focus on student's performance on benchmarks as well as their pre-and post-intervention performance



Culturally Responsive Practices (CRP) (orange color in the middle) Culturally Sensitive Resources: teachingtolerance.com
 * Wisconsin is unique in using CRP



Questions to Ask...
 * Is a particular assessment normed on a population that represents our students?
 * What does our data tell us when we disaggregate by race, by language proficiency, by socioeconomic status?
 * Do all students benefits from our current instructional practices, or only some of them?
 * Do we adjust our instructional practices and procedures based on our results?

Here is a link to a website for Culturally Responsive Practices: []

Collaboration
 * systematic:
 * flexible/fluid based on student needs
 * formal and informal communication:
 * professional learning communities
 * What do we expect all students to learn?
 * What are the essential outcomes?
 * How do we know they have learned?
 * What assessments provide that information?
 * problem solving teams
 * families
 * none of us is as smart as all of us!

Balanced Assessment
 * balance does not mean equal
 * includes
 * formative
 * benchmark (MAP testing)
 * summative
 * Uses:
 * pre-assessment
 * student self-assessment and goal-setting
 * accountability
 * screening
 * diagnosis
 * progress monitoring
 * continuous review of student progress

High-Quality Instruction
 * link to common core with high-quality instruction
 * Universal Design for Learning
 * concept comes from architecture--works for both handicapped and fully-functioning students)
 * ramps
 * curb cuts
 * electric doors
 * captions on tv
 * easy grip tools
 * (more resources on www.cast.org)