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ISSUE #2 (Within RTI, professional development will be needed to prepare…
ISSUE #2
Within RTI, professional development will be needed to prepare teachers to be able to:
possess a substantial base of knowledge about criteria for identifying scientific research-based methodology, instructional programs/methodology available for use with students with Learning Disabilities and individualization of instruction
be proficient in providing direct skill instruction in reading, writing, spelling, math, listening and learning strategies
understand and apply pedagogy related to cognition, learning theory, language development, behavior management and applied behavioral analysis
be able to adjust instruction and learning supports based on student progress, observation and clinical judgment
explain test results to help parents and teachers understand the student's needs and the recommendations generated during the assessment process
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possess strong communication skills to function as collaborative partners and members of problem solving teams
conduct comprehensive evaluations that include standardized assessment measures, informal assessment and behavioral observations as well as
be knowledgeable about the legal requirements of IDEA 2004, Federal and state regulations, and the history of learning disabilities.
Some features of RTI:
Systematic documentation verifies that interventions are implemented with fidelity, integrity, and the intended intensity.
Decisions are made by a collaborative team of school staff who review response data and other information required to ensure a comprehensive evaluation.
Scientific, research-based intervention is delivered by qualified personnel with expertise in the intervention used and in the areas of student difficulty.
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A written document describing the specific components and structure of the process to be used is available to parents and professionals.
Interventions address the individual student’s difficulties at the needed level of intensity and with the support of needed resources and personnel.
What is the Three-Tier model? It is a prevention model intended to identify students before they fail and to provide the supports students need to learn essential academic and behavioral skills.
Tier 2 is for students who are falling behind same-age peers and need additional, targeted interventions to meet grade-level expectations. In Tier II, the goal is to accelerate learning for students who need more intensive support.
Tier III is designed for students who still have considerable difficulty in mastering necessary academic and/or behavioral skills, even after Tier I and Tier II instruction and interventions. Tier III addresses students' needs through intensive individualized services.
Tier 1 is designed to meet the needs of a majority of the school population and has three critical elements: 1) a research-based curriculum 2) short-cycle assessments for all students at least three times a year to determine their instructional needs 3) sustained professional development to equip teachers with tools necessary for teaching content area effectively.
RTI became a law in 2004 that allowed school districts to use scientific interventions as an alternative method for identifying students with specific learning disabilities (SLD).
RTI is applicable for general education, compensatory education, and special education that promotes research-based instruction and quality teaching that is geared towards the students. Schools use federal funding to help support RTI.
Parent involvement in the RTI program: It is vital that parents are involved in all phases by providing a critical perspective on students to make sure that RTI interventions are effective. In the beginning, schools should provide parents with written information about the RTI program and notify them on a regular basis throughout the year.