RTI Roundtable - Issue #19

RESPONSE TO INTERVENTION: DO WE HAVE A SHARED UNDERSTANDING?

This issue of NASET’s RTI Roundtable was written by Monica I. Floreani. Expertise in state-supported evidence-based practices is needed for educators to ensure that sufficient progress toward ambitious Individualized Educational Plan (IEP) goals is reasonably attempted. Growing awareness that the need for better dissemination of policies that promote scientifically backed instructional methods and ensure equal access for students with disabilities, like Multi-Tier System of Supports (MTSS)/Response to Intervention (RtI), exists. Despite the progress achieved in special education law, too many teaching professionals are unfamiliar with current federal rights and civil protections in the Individuals with Disabilities Education Act (IDEA) meant to prevent denial of free and appropriate public education (FAPE). The emphasis on accountability and improved educational results for students with disabilities (SWD) requires competency in the IDEA’s revised regulations. More than ever, teachers are vulnerable to scrutiny of service delivery and depend on quality professional training programs and guidance from school leadership with an appropriate scope in special education.

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