Rhode Island
Does the state have a State RTI Framework? Yes.
RTI is a process of determining appropriate support and interventions to
supplement the core curriculum to meet the needs of all learners. This
framework for instruction bases decisions on benchmark and progress
monitoring data to improve achievement. The RTI approach is included in NCLB and IDEA and is part of Rhode Island Personal Literacy Plan guidance (2005) and Learning Disability Guidance (2005). Hauerwas (2006) in her work with the Rhode Island schools identified five components of a Response to Intervention approach:
1. Problem Solving
2. Shared Responsibility
3. Intervention System
4. Progress Monitoring
5. For some, Special Education Process
http://www.ritap.org/rti/about/overview.php
Does the state have RTI Components in its SPP? Yes.
Indicator 10: Disproportionality – specific disability categories by race
http://www.ride.ri.gov/special_populations/state_federal_regulations/rhode_island_spp_feb._1,_2007__per_osep_revisions_.pdf
Does the state have an RTI Related SPDG? Yes.
This project will focus on five goals: (a) redefining the role of secondary special educators and increasing the number of highly qualified secondary special educators who are practicing in Rhode Island schools; (b) creating a professional development system based on Rhode Island Early Learning Standards; (c) decreasing the number of behavioral incidents, suspensions, and expulsions through implementation of a Statewide system of School-Wide Positive Behavioral Interventions and Supports (SWPBIS); (d) increasing the number of highly qualified leadership personnel; and (e) increasing the number of highly qualified new teachers who begin their careers adequately prepared to provide effective instruction to students with disabilities.
http://www.signetwork.org/Docs/2007Abstracts/2007RhodeIsland.htm
What does the state allow for SLD? IQ Discrepancy & RTI
SLD criteria, adopted by the RI Board of Regents in June 2009, phases in the requirement for local education agencies to utilize a student’s response to intervention as part of the process for the identification of specific learning disabilities and phases out the use of severe discrepancy between aptitude and achievement.
http://www.ride.ri.gov/Special_Populations/Programs_Services/SLD_Guidance%201-2010.pdf
11 - 20 out of 21
- The Demise of IQ Testing for Children with Learning Disabilities in Rhode Island – We Can Be Functional
- This presentation discusses the IQ-Achievement Discrepancy model as an invalid means for identifying individuals with LD. It presents evidence regarding the origins of and theory behind the model as to why it is invalid. The presentation then argues that the validity of the concept of LD does not hinge on the validity of IQ-Achievement Discrepancy, and emphasizes response to intervention (RTI) as the most promising method of alternate identification since it can both promote effective practices in schools and help to close the gap between identification and treatment. This presentation was given by W. Alan Coulter, Ph.D. of the Human Development Center, LSU Health Sciences Center, at the National Association of School Psychologists 2002 Annual Convention. It is based on a presentation by Robert H. Pasternack, Ph.D., Assistant Secretary, Office of Special Education and Rehabilitative Services.
- Nuts and Bolts of Progress Monitoring
- This presentation provides an overview of the key elements of progress monitoring. It begins with a discussion of what progress monitoring is and why it is used. It examines how curriculum based measurement (CBM) is used for progress monitoring, and provides sample CBMs in reading, math, writing and spelling. The presentation also covers how to graph data being used for progress monitoring by hand, using an excel sheet, and using a web-based system. It discusses how data-based decisions are made, regarding both performance level (gaps in performance) and rate of learning (trends in performance). The presentation provides case examples to illustrate this process. The presentation was developed in 2006 by Laura Boynton Hauerwas of Providence College and Kristen Matthes of the Barrington Public School. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).
- Building a Comprehensive Assessment System – The Role of Assessment in Supporting RTI
- This presentation explores the role of assessment in supporting RTI. It discusses the difference between assessments of learning (outcome measures, screening) and assessments for learning (diagnostic measurements, progress monitoring). It then examines several aspects of RTI, including: the problem-solving philosophy that undergirds it; RTI as an intervention system; RTI as a way to monitor progress; and RTI as an expanding circle of support for students at the school level. The presentation was developed in 2006 by Marilyn Bouclin, Kristen Matthes of the Barrington Public School, and Donna Morelle. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).
- Personal Literacy Plans at the Secondary Level
- This presentation reviews the process of developing and implementing Personal Literacy Plans (PLP) at the Secondary Level. It reviews the necessary components of a comprehensive literacy program and the structure of the program in terms of support provided (i.e., schoolwide literary focus for all students, targeted instruction for some students, and intensive interventions for a small number of students). Students receiving intensive interventions require a PLP. The presentation discusses the purpose, components, and student-centered process of a PLP, and how to determine the degree of support needed by students (i.e., targeted versus intensive). It concludes with an overview of the roles and responsibilities of the expanded support team and the district in the PLP process. The presentation was developed by the Rhode Island Department of Education in 2003. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).
- Defining the Literacy Challenge in Rhode Island – An Opportunity for Problem Solving
- This 2003 presentation provides an overview of defining the literacy challenge in Rhode Island by reviewing and drawing conclusions from different data sources. It offers a brief profile of schools in Rhode Island and characteristics of students in 2001-2002. It then presents results from various assessments, including the 2003NAEP Reading assessment and the 2002 New Standards Reference Examination in English Language Arts, breaking out the results by all students, students with disabilities, and LEP eligibility for comparison. Lastly, the presentation points to other data sources that can be assessed to identify academic challenges across districts and schools. This presentation was developed and presented by Jackie Bourassa, Education specialist, and Elizabeth Hyman, Assessment Specialist, both of whom are with the Rhode Island Department of Education. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).
- Changing Roles of Teams – Putting all the Pieces Together to Develop a Strategic Problem-Solving Team
- This presentation explores the function and purpose of effective teams in a comprehensive RTI process. It first reviews the history of teams in Rhode Island schools, and states the current legislation on establishing student intervention teams. The presentation then discusses the evaluation of existing teams (structure, purpose and effectiveness) and readiness to be an RTI team. It presents the components and essential skills of effective RTI teams, and concludes with designing individualized action plans to define next steps in the implementation of an RTI process. This presentation was developed in 2006 by Laura Boynton Hauerwas, Ann Marie Dubuque and Barrie Grossi. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).
- Are You Part of a Professional Learning Community? How to Find Out and What to Do About It!
- This presentation provides a comprehensive overview of the nature and responsibilities of true Professional Learning Communities (PLCs). It delineates what PLCs are versus what they are not, the essential components of PLCs, and the roles and responsibilities PLCs have in schools implementing RTI. The presentation concludes with a short bibliography of other resources that provide more information on PLCs. The presentation was developed in 2005 by John Golden and Donna Vigneau Carlson. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).
- PLP Circle of Support – A Prevention/Intervention Model
- This presentation provides an overview of the Personal Literacy Plan (PLP) as a prevention and intervention model aimed at ensuring all students become proficient readers and can read at grade level. The presentation describes the major components of a PLP (assessment, intervention, and progress monitoring), discusses the primary purposes of a PLP (action plan, documentation, and record of intervention), and examines establishing an expanding circle of support for students. The presentation also reviews different types of assessments and their purposes, including screening, diagnostic, progress monitoring, and outcome measures. It points to assessment databases that can be accessed for more information on the intended purposes of the different types of assessment. The presentation concludes with items to consider when implementing the PLP model. The presentation was developed in 2003 by the Rhode Island Department of Education. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).
- RI's RTI Train-the-Trainer Module Series
- In 2007-2008 the Rhode Island Response to Intervention Initiative developed a series of six modules to support RI districts in preparing their staff to implement a systematic problem solving process to meet the needs of all students. These modules were developed to enable district teams to meet their increasing professional development needs in a flexible as-needed manner. The modules provide an awareness of each of the key components and materials to help staff understand how Response to Intervention is consistent with many instructional and leadership initiatives including Personal Literacy Plans, Secondary Reform, Special Education Eligibility, Professional Learning Communities. Each module is designed to be approximately two hours in length which can be divided into two one hour sessions. Two to three activities are built in to each module to encourage adult learning and interaction with topics. Follow-up resources and activities to extend the topic are also included.
The six modules are:
1. What is RTI?
2. What is an Intervention?
3. Assessment and RTI
4. Changing Roles and the Teaming Process
5. RTI and LD
6. Nuts and Bolts of Progress Monitoring - Rhode Island RTI Initiative: 2008-2009 Technical Assistance Plan
- The Rhode Island RTI Initiative Technical Assistance Plan provides a detailed explanation of the technical assistance offered by the Rhode Island Department of Education and the Rhode Island RTI Initiative to support schools in the implementation and enhancement of response to intervention practices. The plan provides an overview of the essential components for effective RTI; it then details what regional and LEA-level technical assistance is available, provides a schedule for technical assistance offered, and describes the identified goals of the assistance.
