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Response to Intervention

Response to Intervention. Improving the Achievement of ALL students. A New Approach. A systematic and data-based approach for identifying students who experience academic and behavioral difficulty

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Response to Intervention

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  1. Response to Intervention Improving the Achievement of ALL students UMF 10-17-07

  2. A New Approach • A systematic and data-based approach for identifying students who experience academic and behavioral difficulty • Most commonly based on a three-tiered model that monitors student progress with different levels of intervention intensity UMF 10-17-07

  3. Key Features • Prevention-based • Multi-tier model of service delivery • Scientifically and researched-based instruction / interventions • Regular progress monitoring of students’ response to intervention • Uses data to make decisions and inform instruction UMF 10-17-07

  4. RTI & Education Policy • RTI procedures are specifically mentioned in the IDEA (2004) • Allows the use of RTI in identifying children with SLDs • Allows the use of funds for early intervening services (K-12) for children who have not been identified but who need additional academic and behavioral support to succeed in the general education curriculum UMF 10-17-07 instruction.

  5. Where Do the MSERs Specifically Mention RTI? One place: In the definition of specific learning disability at MSER §VII.2(L)(2)(a)(i), RTI is mentioned as an “example” of pre-referral procedures (Note: this is required now) UMF 10-17-07

  6. Maine’s Definition ofPre-Referral MSER §II.23 Pre-Referral Procedures are general education procedures involving regular benchmark assessment of all children, using Curriculum Based Measurements (CBM), to monitor child progress and identify those children who are at risk of failing. Children who are at risk receive responsive interventions in the general education program that attempt to resolve the presenting problems of concern. General educators are encouraged to confer with specialists and teaching professionals, but general education personnel are responsible for the implementation of the intervention. UMF 10-17-07

  7. Maine’s Pre-Referral Procedure MSER §III (req. by July 1, 2010 except for LD) Section III specifies: • Purpose • Participants • Problem-solving process • Procedural guidelines for referral to the IEP team* *Note: pre-referral is not subject to due process procedures UMF 10-17-07

  8. Disability Definitions and Pre-Referral Data MSER §VII.2.(A-N) UMF 10-17-07

  9. MSER References to Pre-Referral Specific: Section II.23 (definition of pre-referral) Section III (pre-referral procedure) Section IV.2(E)(2) (pre-referral not required if SAU and parents agree) Section VII.2 (pre-referral only applies ages 5-20) Section VII.2 (A-N) (disability definitions) Section VII.4(A)(4-5) (when pre-referral is not required after a change in eligibility) Supportive: Section II.10 (definition of “evaluation”) Section IX.3 (references to progress in the gen. ed. curriculum) Section XVII.5 (re: disciplinary actions - protections for children not determined eligible) UMF 10-17-07

  10. Resources UMF 10-17-07

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