During the previous academic year, the S-Team members at Rosa Parks Elementary School spent a lot of time deciding whether to replace the IQ-achievement discrepancy model with the Response-to-Intervention or RTI approach to identify students who have a learning disability. They decided to use the RTI approach because it would allow them to provide immediate help to struggling readers and to identify students with learning disabilities before they experience several years of academic failure. Rosa Parks Elementary School is now in its first year of implementing the RTI approach. After receiving extensive training last spring on the procedures, the first-grade teachers are piloting the new approach. As Mrs. Hernandez, one of the first-grade teachers, begins to work through the new RTI approach, she has questions about how and when students are assessed and how struggling readers are identified.
Here’s your Challenge:
What is RTI?
How will teachers initially identify struggling readers?
How will teachers determine which students need more intensive instruction?