1. Read the article "ABCs of RtI." It is a guide for parents about Response to Intervention, but does a good job of summarizing RtI. It can be found at http://www.rti4success.org/pdf/ABC_of_RTI.pdf
2. Read the article "SLD Eligibility: A Users' Guide to the New Regulations." It can be found at http://www.rti4success.org/pdf/zirkel.pdf
This article may take some re-reading in certain sections, but it does a good job of both discussing the old ways of identifying students with Specific Learning Disabilities (SLD) as well as the new regulations for identifying SLD under the Individuals with Disabilities Act of 2004 (IDEA 2004 or IDEIA 2004).
Progress Monitoring and Tiers in RtI (1 of 2)
After reading "ABCs of RtI" and/or exploring http://www.rti4success.org, note how many tiers RtI has and describe each tier. What role does progress monitoring play in the multiple-tiered model? And, finally, what is your reaction to the RtI model?
SLD Identification (2 of 2)
After reading "SLD Eligibility: A Users' Guide to the New Regulations" and/or exploring http://www.rti4success.org, describe the way that Specific Learning Disabilities (SLD) was identified prior to 2004. What has changed in terms of SLD identification since the passage of the Individuals with Disabilities Act of 2004? What do you think prompted the changes? What do you think of these changes?
The Response to Intervention process involves three tiers of instructional intervention. They are distinctly classified as Tier 1, Tier 2 and Tier 3.
Tier 1 instruction is provided to students who require additional assistance with a particular academic topic. The instructor may provide the student with extra time to complete assignments and explain concepts to the student one on one. This individualized instruction is provided within the general education setting. The students progress is monitored and if the level of progress is not sufficient, the student is assessed and moved to Tier 2.
Tier 2 instruction is an expansion of Tier 1 instruction. The time student is provided with additional assistance for an extended period of time either outside or outside the general education classroom. Students may be afforded the opportunity to read or review concepts together or may be paired with a teaching assistant to provide clarity of instruction or concepts. Based on my personal experience, Tier 2 instruction is most successful when a child experiencing difficulties with reading is placed in small groups outside of the general education classroom. This alleviates embarrassment and interruptions to a degree as the intrusion of other students within the general education classroom is not a factor. It also allows students taking part in the intervention to focus.
The student's progress is also closely monitored and documented (charted). The intervention will continue as long as the student exhibits a need. Progress is also monitored following the discontinuation ...