Changes in Individuals with Disabilities Act (IDEA) and RTI
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Transcript of Changes in Individuals with Disabilities Act (IDEA) and RTI
Overview Changes that are part of the 2005 Reauthorization of
Individuals with Disabilities Education Act (IDEA)
ISBE finally passed its new rules June 28, 2007
“LD” has a very fluid definition
Reading Achievement Reading programs must focus on five research based
components Comprehension
Fluency
Phonics
Phonemic Awareness
Vocabulary
Criteria for math programs are being established
Research Based Methods Scientifically based research is mentioned 110 times in
the new rules (according to David Prasse)
Policy decisions will need to be research based
Classroom instructional decisions will need to be research based and uniform throughout the district
Why the Change? Students “labeled” as special education are not doing well
In fact, they tend to lose ground after being identified
Expectations are part of that“No one rises to low expectations”
Carl Boyd
Children must effectively fail to be eligible RTI demands attempts to prevent classroom failure
WJHS 8th Grade IEP Scores 2003 2004 2005 2006
Reading 70% 70.3% 77.5% 90.2%
IEP
Math 62.5% 58.2% 64.2% 82.7%
IEP
16.7% 21% 21.4% 46.2%
22.2% 5.3% 21.4% 30.8%
Elementary ISAT ScoresClass of 2014
2005
(3rd)
2006
(4th)
2007
(5th)
Reading 80.6% 80.9% 82.7%
IEP
Math 91.2% 90% 88.2%
IEP
50.1% 40% 33.2%
56.3% 73.3% 66.6%
Tier 1: Regular Curriculum
80% of students should be able to master the curriculum without additional supports
Tier 2: Supplemental Services 15% of students should be able to master the
curriculum with additional supports
Tier 3: Intensive Support Services 5% of students need intensive support or
possibly a parallel curriculum
RTI has three tiers of service
Current Practice CUSD 201 has approximately 17.5% of our students
identified as eligible for special education services
CUSD 201 has already embraced the use of DIBELS and PBIS, the two examples identified by Prasse as good proactive tools
RTI We will need to document how students react to
particular instructional interventions
We will need to assess the impact of those interventions
Much more emphasis on documented and assessed differentiation within the classroom
Implementation Must have a district plan by 2009
Must fully implement RTI by the beginning of the 2010-2011 School Year
We have approximately a dozen staff members currently beginning training through SASED
We will begin using RTI this year, because it is a better system for our students