Response to Intervention cosa干预反应科萨.k12.or.us.pptVIP

OrRTI – Oregon’s Response to Intervention Initiative Jennifer Doolittle Oregon Department of Education June 21, 2006 Objectives Basic understanding of RTI Description of Oregon’s RTI Initiative Basics regarding special education eligibility using RTI Resources ODE’s RTI Web page: http://www.ode.state.or.us/initiatives/idea/rti.aspx (Please read the Technical Assistance paper linked from this page) National Center on Progress Monitoring: Tigard Tualatin SD: http://www.ttsd.k12.or.us/district/student-services/oregons-response-to-intervention Implementing RTI in Tigard-Tualatin School District OSEP Leadership Conference March 30, 2005 Carol Sadler, Ph.D. 503-431-4117 - csadler@ttsd.k12.or.us Response to Intervention A Case Illustration Definition RtI is the practice of providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions. (NASDSE, 2005) IDEA 2004 provides for the use of RtI as part of the process to determine eligibility for learning disabilities. Consensus Report – LD Summit 2001 IQ/Achievement Discrepancy is neither necessary nor sufficient for identifying individuals with SLD (specific learning disabilities). IQ tests do not need to be given in most evaluations of children with SLD. There should be alternate ways to identify individuals with SLD in addition to achievement testing, history, and observations of the child. Consensus Report – Alternatives 2001 Response to quality intervention is the most promising method of alternate identification and can both promote effective practices in schools and help to close the gap between identification and treatment. Any effort to scale up response to intervention should be based on problem solving models that use progress monitoring to gauge the intensity of intervention in relation to the student’s response to intervention. Problem sol