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Using Response to Intervention for Washington’s Students Paul Alig ????? OSPI, Special Education Program Supervisor Tonya Middling ????? OSPI, Special Education Program Supervisor SEAC September 27, 2006 Overview Defining RTI Where did it come from and why do we need it? Support for RTI in federal law Core principles Special education eligibility considerations Policy issues Professional development issues Defining RTI RTI is a general education approach that aligns resources from general, remedial and special education through a multi-tiered service delivery model in order to provide scientific, research-based interventions to struggling students. Defining RTI, con’t.  RTI includes making data-based decisions based on curriculum based measurements (CBMs) through problem-solving or standard protocol measures Uses progress monitoring (formative assessments) Specific Learning Disability Identification Where did it come from and why do we need it?Background and Research Support The idea of using CBMs to identify student needs is not new. Stan Deno’s data-based decision program modification model (Deno, 1985; Deno Mirkin, 1977) Bergan’s behavioral consultation model (Bergan, 1977) Problems in the traditional system (Wait to fail) Integration between general and special education Undocumented benefits of special education Variability and accuracy of eligibility determination Integration of eligibility determination with instruction Support for RTI in federal law Provisions of IDEA 2004 allow school districts to use scientific, research-based interventions as an alternative method for identifying students with SLD. Aligns with No Child Left Behind (2001) RTI Manual Introduction Outlines principle components of RTI Guidance on RTI decision making Recommendations on using RTI data to identify specific learning disabilities (SLD) Answers common questions Includes additional resources a