RTI Roundtable
Welcome to the NASET RTI Roundtable, NASET’s e-publication on the latest information on Response to Intervention (RTI). RTI is a newly-identified process described in the federal special education law (IDEA 2004) for identifying students with learning disabilities.The RTI process is a multi-tiered approach to providing services and interventions to struggling learners at increasing levels of intensity. RTI can be used for making decisions about general, compensatory, and special education, creating a well-integrated and seamless system of instruction and intervention guided by child outcome data. The NASET RTI Roundtable is a monthly education resource that provides members with the latest information on RTI in Question and Answer format.
RTI Roundtable Q & A
Issue #1 Questions:
What is Responsiveness to Intervention (RTI)?
What is the Purpose of RTI?
Why is RTI Important?
What Are Other Benefits of RTI?
Is RTI a “New Approach”?
What are the Core Principles of RTI?
Issue #2 Questions:
Why Was There A Movement Towards Change Towards RTI?
What is a Tiered Service Delivery Model?
What is the Three-Tier model?
What is the Focus of Tier 1?
What is the Focus of Tier II?
What is the Focus of Tier III?
Is RTI Just Applicable to Special Education?
What are Some Conditions and Activities of RTI?
Is There Federal Funding to Support RTI Related Activities?
Does RTI Address Challenging Behavior?
Does a School District’s “Child Find” Obligations Change within RTI Systems?
Is Parent Involvement and Important Component for Successful RTI Programs?
Can RTI Promote Optimal Learning?
What is Fidelity?
Does Implementation of RTI Methods Require a Serious Commitment?
What Does the RTI Process Mean for Teachers?
What Do Teachers Need in Terms of Professional Development and RTI?
Issue #3 Questions:
How Does IDEA 2004 Define a Specific Learning Disability?
How Have Children Been Identified Under the Category of Specific Learning Disabilities?
What Events Led to Changes in LD Identification in IDEA 2004?
Why Replace the Discrepancy Model with RTI?
What are Major Issues Related to the Use of the Concept of Achievement-Ability Discrepancy? Why Change?
Why was RTI Considered in the Process of SLD Determination?
Today, What Role Should RTI Play in the Identification of Children with a Specific Learning Disability?
Can RTI Be Used as the Sole Determinant for SLD Classification?
Are There Other Indicators of LD That are More Valid and Reliable?
If Authorities Believe Underlying Processing Disorders are the Cause of Learning Disabilities, Why Doesn’t IDEA 2004 Include a Model Based on Measuring Processing Problems?
In the Big Picture, How Does RTI Fit Into the Determination of LD Process?
Issue # 4 Questions:
What Basic Decisions Should a School or District Make Before Implementing RTI?
How Do You Measure Academic Growth?
How Do You Use Validated Interventions?
How Do You Distinguish Between Types of Learning and Performance Problems?
How Do You Determine the Effects of Instruction and Make Decisions about Cutoff Criteria?
What is Problem Solving or Hypothesis Testing?
What are Pre Referral Approaches?
What is Tiered Intervention?
Issue # 5 Questions:
What is Screening?
What Considerations Are Part of the Selection of Appropriate Screening Measures?
Accuracy
Cut Score
Criterion versus Norm Referenced Measures
Efficiency
How is School-Wide Screening Done Within an RTI Model?
How to target students for preventative intervention
Issue # 6 Questions:
What is Progress Monitoring?
How Can Progress Monitoring Be Useful in an RTI Context?
What Role Does Progress Monitoring Play in SLD?
How is Progress Monitoring Accomplished in Tier 1?
How is Progress Monitoring Accomplished in Tier 2 and Tier 3?
How is Progress Monitoring Accomplished in Special Education?
Will the Implementation of a Progress Monitoring System within an RTI Model Require Shifts in School Structures?