Core Principle VI: Monitor Student Progress to Inform Instruction
How does RtI progress monitoring inform instruction differently from traditional progress assessments? 65
When should progress monitoring be conducted? 65
Progress Monitoring Tools: Online Resources 65
Core Principle VII: Use Data to Make Decisions How are decisions made in an RtI system? 67
What are decision rules and how do they apply to individual student data? 67
What do decision rules look like? 67
What would data-based RtI decision-making look like at the building/district level? 68
Core Principle VIII: Use Assessment for Three Different Purposes Why is assessment needed in an RtI system, and what types of assessments are used? 69
How do the various types of assessment compare? 69
Chapter 3: RtI and Special Education Eligibility
Child Find What role does RtI play in a district’s child find responsibilities under state and federal special education laws? 72 Special Education Eligibility Decisions - Generic
What role, if any, does RtI play in special education eligibility decisions? 72
Special Education Eligibility Decisions - Specific Learning Disabilities (SLD)
What role, if any, does RtI play in IEP Team decisions regarding SLD eligibility? 73
If the district opts to continue using the severe discrepancy model, what are best practices with respect to eligibility determination models? 76
Special Education Eligibility Decisions - Specific Learning Disabilities (SLD) continued I’ve read about schools using RtI to address the learning needs of all students for reading, math and writing, but what about the other areas identified in the SLD rule, e.g., oral expression and listening comprehension? 77
Does the IDEA RtI option eliminate the need to do further evaluation for SLD eligibility? 78 The IDEA 04 regulation describing the make-up of the SLD IEP Team requires “at least one person qualified to conduct individual diagnostic examinations of children such as a school psychologist, speech-language pathologist, or remedial reading teacher”. Does this mean that the SLD comprehensive evaluation must include formal standardized testing? 78
Federal Regulation §300.309(b)(i) requires the IEP Team to review evaluation data that demonstrates the child received appropriate instruction by qualified personnel. What does the regulation mean by “appropriate instruction?” 79
Federal Regulation §300.309(b)(i) requires the IEP Team to consider, as part of the evaluation, data-based documentation (shared with parent) of repeated achievement assessments conducted at reasonable intervals during instruction. Will NCLB assessments fulfill this data documentation requirement? 79
How does an SLD evaluation team (MET) document appropriate instruction by qualified personnel, and repeated achievement assessments at reasonable intervals, when the referred student attends a non-public school (registered home school or private school)? 80
If the State allows, and a district opts to use a “pattern” model for SLD identification, does the IEP Team still have to document appropriate instruction by qualified personnel and repeated achievement assessments at reasonable intervals? 80
If an LEA adopts RtI both as a general education problem-solving strategy to address the learning needs of all students and as a component of its SLD identification process, when is it required to provide parent notice of of the right to request an evaluation under §300.311? To obtain consent to evaluate? 81 What happens if post-referral RtI evaluation procedures extend beyond the State’s evaluation timeline? 81
If a student enrolls in your district from another LEA, are you required to honor an existing specific learning disability determination even if it is based upon a different option (RtI or “pattern”) than that which is exercised by your district? 82
What is the role of RtI in the provision of special education programs/services after a determination of special education eligibility is made? 83
Chapter 4: Where to Start?: An RtI Readiness Survey
Why is it important to use a school-wide assessment as part of your school’s implementation process to RtI? 86
Who should participate in the RtI school-wide assessment? 86
How is the school-wide assessment completed? 86
What should be done with the results of the school-wide assessment? 86
Why is it important to link the school improvement process to RtI? 86 School-wide Assessment Tool for an RtI model 87
Supplement to School-wide Assessment 96
Sample of Completed School-wide Assessment 110
Sample of Completed Action Plan 111
Blank Action Plan Form 112
Chapter 5: Implementation of an RtI Model
Is there a correct progression to implement the RtI model? 122
Are there any school districts within Michigan that are currently using an RtI model effectively? 122
Should we begin using RtI as part of the evaluation process for special education eligibility decisions in the first year of implementation of the RtI model? 122
Can a district implement an RtI model and use it as part of the evaluation process to make SLD eligibility determinations in one building but use a “pattern of strengths and weaknesses” approach in other buildings? 122
Chapter 6: Conclusion 123
Chapter 7: Appendix Classroom/Grade-level Vignette 126
Tier 1 Vignette: Austin 127
Tier 1 and 2 Vignette: Susan 128
Tier 1, 2, and 3 Vignette: Taylor 129
Parent Information Letter – What is RtI? 130
Parent Information Letter – Tier 1 132
Parent Information Letter – Tier 2 133
Parent Information Letter – Tier 3 134
Standards to Judge High-Quality School-wide Screening 135 Standards for Judging High-Quality Progress Monitoring 136 Standards for Judging High-Quality Tier 1 Instruction 137
Standards to Judge High-Quality Tier 2 and Beyond Interventions 138
Standards for Judging High-Quality Special Education 139 Standards for Judging High-Quality Fidelity of Implementation 140 Fidelity of Implementation Resources 141
Intervention Team Implementation Fidelity Checklist 142
Chapter 8: Glossary & State Resources 143
