The Response-to-Intervention (RtI) movement is enabling public education in the United States to evolve from a reactive model in which students had to seriously deteriorate before being moved on to special education programs, to one that emphasizes early and high-quality research-based interventions in regular programs that generate useful data with which to make key decisions for each struggling student. This evolution, however, has taken place against a backdrop of legal requirements for special education referrals and evaluations that remain almost unchanged from those of more than 30 years ago. The meeting of RtI innovations and the traditional child-find requirement of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has many scratching their heads over exactly how the rules fit into the modern intervention era. Both the misconceptions that have become commonplace, as well as the legal disputes created by this juncture, make one wonder whether we truly grasp the fundamental child-find obligation of the IDEA in its present context.
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CSPD offering RTI and Differentiated Instruction Workshops - Billings - Multiple Dates - 0 views
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RTI Memo to State Directors of Special Education - 0 views
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Assessments in RTI/MTSS: How much assessment is enough? - 0 views
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Supporting rti: Assessment - Great Falls - Sept. 13, 2011 - 0 views
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Response to Intervention Early Childhood - Havre - Dec 5, 2011 - 0 views
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Supporting rti: Phonological Awareness and Phonics Strategies - Great Falls, Havre - De... - 0 views
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Weaving the Common Core through the Strands - Pablo - Aug 8-10, 2012 - 0 views
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Interventions that Work: Key to Effective Literacy Interventions for Students in Grades... - 0 views
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Creating Trauma Sensitive Schools - Webinar - Apr. 17, 2013 - 0 views
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When creating an Impact School and using the MTSS/RTI (Multi-Level Systems of Support) leadership team process, leaders can influence educators by aligning and integrating professional learning so it is practical and encourages meaningful dialogue and action planning. The content of this institute draws from ideas described in Jim Knight's Unmistakable Impact: A Partnership Approach to Improving Instruction and addresses the two big ideas of the (MTSS /RTI) process; consensus and infrastructure as systems change. Understanding what effective tools teams can use for, building relationships, developing procedures for translating the Montana Common Core State Standards (MCCS) into practice, and encouraging educators to be active partners in change will be the content presented in this 2 day institute. Audience:
Leadership teams from schools to attend together. Where:
Polson High School
Polson, MT