Federal Programs - Title 1
What is Response to Intervention (RTI)?
When Congress reauthorized IDEA (Individuals W/Disabilities Education Act), they changed the law about identifying students with specific learning disabilities. Schools will “not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability…” (Section 141 (b)) Wrightslaw: IDEA , 2004, page 88). The Federal Department of Education urges states and school districts to abandon discrepancy models and adopt a Response to Intervention (RTI) model. An RTI model focuses on applying a problem solving framework to identify and address the student’s difficulties using effective, efficient and research-based instruction that leads to improved achievement.
The core characteristics of RTI include:
In CDSD, the following attributes are also a component to the RTI model:
Central Dauphin's Tier Intervention System
Created by Gretchen Barns 8/21/06
Intervention Strategies Descriptions
All intervention programs described are research based to be effective in remediating students’ skills in a given area.
Corrective Reading is a reading program that contains two strands. One of the strands focuses on decoding skills and the other, comprehension skills. Corrective Reading is for students who cannot read accurately and fluently, have attention deficits, whose overall academic performance is hurt by poor comprehension, and/or whose reading is putting them at risk of failure.
Fluency coaching is a program in which a trained adult works with one or two children to assist in increasing their reading fluency skills by practicing oral reading skills.
Glass Analysis is a proven clustering approach that gets students to identify visually and auditorily, letters and clusters in whole words, all leading to correct sounding-out to the automatic level. Glass Analysis is often paired with the district phonology program (Language Circle/Project Read) to further develop a student’s phonetic skills.
Handwriting Without Tears… The Print Tool
Handwriting w/o Tears is the district handwriting program. When students have been identified with ongoing difficulties developing handwriting skills this program is used to evaluate and remediate those difficulties.
Language for Learning
Language for Learning focuses upon vocabulary development. Language for Learning teaches children the words, concepts, and statements important to both oral and written language. The program emphasizes language as a means of describing the world and as a tool for thinking and solving problems. Language for Learning offers children instruction through carefully sequenced exercises that teach the concepts and skills they need to succeed in school. This program is for children who don’t have a solid language foundation or who have weak vocabulary development. It is also recommended for ESL students. This component is primarily for students in grades kindergarten through second grade.
Language for Thinking
This program extends what is taught in the Language for Learning Program and, again, focuses upon vocabulary development. This program is intended for students in second through fourth grade.
PALS (Peer Assisted Learning Strategies)
PALS is a classroom-wide structured peer tutoring program in which students are paired to work on reinforcing and developing either reading or math skills. Students are taught specific tutoring skills and then work independently with a peer of similar capabilities. This program is intended for students in kindergarten through high school.
Read Naturally is primarily used for students who need to improve their reading fluency. Read Naturally’s programs offer struggling readers a safe, structured, and highly motivating opportunity to engage in reading on a regular basis. The key to its success lies in its basis in three powerful, research-based strategies for improving fluency: teacher modeling, repeated reading, and progress monitoring.
REWARDS (Reading Excellence: Word Attack and Rate Development Strategies)
Rewards is a reading program that focuses upon teaching students a flexible strategy to decode multi-syllabic words. It is meant for students in fourth grade through twelfth grade who can easily read one or two syllable words. The program consists of 20 sequential lessons. At the secondary level, there are also programs that focus primarily on science and/or social studies words.
Visualizing and VerbalizingVisualizing and Verbalizing recognizes that visualization is a primary factor basic to language comprehension and critical thinking. This program teaches children to construct visual images of what is being said or read to them. It also teaches children to communicate in a way that allows others to construct pictures from what they are describing. This program is for children who have difficulty following directions, get lost easily, can’t get the main idea, and communicate poorly.