RTI

Question 1

What is the purpose of RTI?

Answer 1

RTI is use to reduce “instructional casualties” by ensuring that students are provided high-quality instruction with fidelity. By using RTI, district can provide interventions to students as soon as they need it.

Question 2

What are the core principle of RTI?

Answer 2

RTI has seven core principle that rep:

1. Use available resources to teach all students
2. Use scientific, research-based interventions/instruction.
3. Monitor classroom performance.
4. Conduct universal screening/benchmarking
5. Use a multiplier model of service delivery
6. Make data-based decision.
7. Monitor progress frequently

Question 3

What are the four major issue of the Ability-Achievement Discrepancy Model?

Answer 3

Issue 1: It failed to differentiate between children who have LD and those who have academic achievement problems related to poor instruction, lack of experience, or other problems.
Issue 2: Discriminate against students outside of “mainstream” culture and students who are in the upper and lower range of IQ.
Issue 3: Does not effectively predict which students will benefit from or respond deferentially to instruction.
Issue 4: It requires children to fail for a substantial period of time -usually years-before they are far enough behind to exhibit a discrepancy.

Question 4

What roles does RTI play for diagnosis of LD?

Answer 4

1. The school district should keep in mind a number of provisions of IDEIA.
2. RTI emphasizes this shift of focus through documentation of a students’s failure to progress even after receiving intense and sound scientifically research-based interventions in the general education curriculum.
3. After appropriate CBM probes have been applied, and another attempts have been made to implement at at least two Tier 3 interventions with fidelity, a student should be considered non responsive when the student’s level of academic achievement has (a) been determined to be significantly lower than that of his or her peer, and (b) the gap between the student’s achievement and that of his or her peers increases (or does not significantly increase.

Question 5

Explain what the first tier meant and what happen to them.

Answer 5

Tier one is highly-quality instructional and behavioral supports are provided for all students in general education.

• School personal conduct universal screening of literacy skills, academic, and behaviors
• Teachers implement a variety of research-supported teaching strategies and approaches.
• Students receive differentiated instruction based on data from ongoing assessment.

Question 6

Explain the Second Tier

Answer 6

Students whose performance and rate of progress lag behind those peers in their classroom, school, or district, receive more specialized prevention or remediation within general education.

• Curriculum-based measures are used to identify which students continue to need assistance and with what specific kinds of skills.
• Collaborate problem solving is used to design and implement instructional support for students that may consist protocol or more individualized strategies and intervention.
• General education teachers receive support as needed, from other qualified educators in implementing interventions and monitoring student progress.

Question 7

Explain the Third Tier

Answer 7

Comprehensive evaluation is conducted by a multidisciplinary team to determine eligibility for special education and related services.

• Parents are informed of their due process rights and consent is obtained for the comprehensive evaluation needed to determine whether the student has a disability and is eligible for special education and related services.
• Evaluation uses multiple sources of assessment data, which may include data from standardized and norm-referenced measures; observations made by parents,students, and teachers; and data collected in tier one and two.