Response to Intervention (RtI) and special education
The Response to Intervention (RtI) model provides districts and schools with a useful tool for helping all subgroups of underperforming students to achieve.
RtI is a monitoring system recommended under the reauthorization of the federal Individuals with Disabilities Education Act (Outside Source) of 2004 (IDEA). Although originally designed for special education, RtI provides a practical model for continuous progress monitoring, carefully tailored instruction, and frequent, accelerated interventions that move students on a strategic path to success. RtI can help teachers determine if students are learning as expected, or if not, whether they require early intervention services. It can also help teachers determine student eligibility for special education services. (A more detailed discussion about the intervention aspect of RtI follows in the section on Response to Intervention.)
The mission of the Universal Access (UA) program is to empower people with disabilities and members of other traditionally under-represented groups so that they are able to participate in the new information society. The essence of the requirement is that teacher and districtwide assessments and classroom assignments need to be universally accessible. In cases where students have processing difficulties (for example, auditory discrimination input difficulties) or if they lack specific academic vocabulary (as in the case of many new immigrants and bilingual students), lectures and auditory discussions will not provide equal access unless they are supplemented with multiple support strategies. For example, teachers can use "realia"and flash cards to reinforce vocabulary, slide shows, hands-on materials, and aides or tutors to help students learn the material.
In the Spotlight
Alvarado Intermediate School (Outside Source), a Schools to Watch™-Taking Center Stage 2004 model, Rowland Unified School District. At Alvarado, frequent inter- and intra- team communications reinforce a schoolwide commitment to students with special needs. Alvarado's Special Day Class students receive the same core curriculum as their peers receive and are mainstreamed into physical education and elective classes. According to their IEPs (individualized education programs), resource specialist program (RSP) students receive an extra period of instruction by a credentialed teacher in reading, writing, mathematics, study/organizational skills, or life skills.
It is not possible to address all special needs through differentiated instruction within the classroom with a single teacher. Effective schools also give teachers access to specialists, Student Intervention Teams (better known as Student Success Teams or Student Study Teams [SST]), tutoring centers, and specialized classes so that no child is left behind.
In the Spotlight
Iron Horse Middle School (Outside Source), San Ramon Valley Unified School District. Special education students receive appropriate instruction in this developmentally responsive school that has received recognition through both the Distinguished School and National Blue Ribbon school programs.
Many resources are available to help teachers provide grade-level, standards-based instruction for students with disabilities or special needs. The CDE Web site for Special Education includes links to testing modifications (see assessment section for more detail) and related services. It also includes information about aligning individualized education programs with state standards (Outside Source).
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