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Transcript of RTI
What is RTI?
RTI is a method of intervention that attempts to identify students with possible learning disabilities or behavioral issues in the early grades
Exposes students to increasingly intensive instruction in tiers
Can RTI reduce the number of children identified with Specific Learning Disability (SLD)?
Rethinking Special Education Identification in Kindergarten
Primary instruction (general education)
Provided to all students
Meets the educational needs of approximately 80% of students
Students that did not respond to Tier 1
Supplemental small-group instruction
Approximately 15% of students
Students that did not respond to Tier 1 or 2
Most intensive instruction
Small group or individual
Approximately 5% of students
Traditional discrepancy methods "wait for students to fail" because achievement gaps are not significant during early years of school
RTI addresses learning difficulties before they become large enough to classify a student as learning disabled
The National Research Center on Learning Disabilities (NRCLD) conducted a study using RTI methods:
Low scoring first grade students performed significantly better in reading and math when exposed to Tier 2 small-group instruction
Fewer students were designated as having a learning disability
Lynn S. Fuchs
"NRCLD Update on Responsiveness to Intervention: Research to Practice"
RTI can be performed as early as kindergarten
Systematic screening reduces screening bias (all students go through at least Tier 1)
RTI links identification assessment with instructional planning
Should RTI start in Kindergarten or 1st grade?
Cathy Litty and Amos Hatch
Special Education Identification
It's assumed that it is better to wait until first grade
Children are maturing so rapidly that it makes it difficult to tell whether it is a normal delay or a long-term disability
USDE in 2003 reported over 13% of children between 3 and 21 qualify for special education services
Why Should You Wait?
If 5-6 year olds are ready for learning, then they are also ready for special education identification
"Either young children are cognitively and emotionally mature enough for both or neither"
The best choice is to stop delaying the process
Three better choices are balancing, monitoring, and adjusting
Making decisions about what will be taught, to whom, and how
Gathering and using information that helps teachers keep an appropriate balance for every child, including those who are struggling in Kindergarten
Adapting curriculum and modifying instruction so that every child is learning in Kindergarten
Today's Kindergarten is changing
Experience of a child is different
Advances in knowledge about children's learning
Standard based accountability in early childhood classrooms