Does the state have a RTI website? No.
Does the state have a RTI guidance document? No.
What does the state allow for SLD
determination? RTI and IQ Discrepancy
Does the state have an RTI Related SPDG
Speech Language Pathology: Recruit Vermont based students for admittance to a Master’s level Speech Language Pathology program to fill personnel gaps in rural areas of Vermont by 1)creating a distance education graduate program using a hybrid instructional approach of on-line, video web-streaming and community based interaction, 2) scaling up the implementation design and utilizing exemplary practices from SIG 1 & 2 targeting the recruitment of SLP’s (SIG 1) to serve as regionally based mentors for new SLP graduate students, 3) infusing course content with scientifically based practices in RtI and Early Language / Literacy to more effectively collaborate with the SIG 3 Integrated Instruction Model teams.
Does the state have RTI Components in its SPP
1 - 8 out of 8
- Responsiveness to Instruction (RTI) Readiness Tool (pdf)
- The purpose of this self-assessment tool is to help schools determine their current readiness status for RTI implementation, with a focus on fidelity and integrity of their model. The tool addresses the critical components in an RTI model of student support and can be used as an action planning instrument to help schools determine “next steps” in RTI implementation. The tool was developed by the Vermont Department of Education in 2007.
- RTI Readiness Memo - IDEIA Focus Topic: Identification of Specific Learning Disabilities Using RTI (pdf)
- This 2006 memo, written by Karin Edwards, Director of Student Support, was distributed to Vermont Special Education directors, principals, and superintendents. The memo addresses what RTI is, what the implications of its implementation are for local districts, and what the Vermont Department of Education has planned as its next steps.
- Responsiveness to Instruction (RTI) Topic Group Report (pdf)
- This document was generated by the Vermont Responsiveness to Instruction (RTI) Topic Group as their end of series report to the Vermont Department of Education. The group met over a period of eight months to study RtI and to consider the changes in the IDEIA 2004. Their report identifies possible next steps for using RTI in lieu of the discrepancy model for identification of students with specific learning disabilities, and includes implications for change within general education in order for this to occur.
- A Student Support Method to Attain School Quality Standards Using RTI as a Decision-Making Tool (pdf)
- This tool was developed by the Vermont Department of Education in 2007 to help school teams make decisions about how already existing practices support a decision-making RTI model. The tool provides a framework to help teams develop a plan that identifies next steps for the implementation of RTI.
- Documentation of RTI Implementation Plan Guidance (pdf)
- In order to comply with Vermont Department of Education Special Education Regulation 2362.1(b)(1)(iii), local educational agencies (LEAs) must submit documentation of intent to implement a problem solving, responsiveness to instruction model prior to the identification of students under the disability category of Specific Learning Disabilities (2362.1). This document is provided to LEAs by the Vermont Department of Education to help guide them through the key elements of RTI when preparing their submission.
- Worksheet Form for Documentation of Intent to Implement RTI (pdf)
- This is a blank worksheet provided by the Vermont Department of Education to LEAs for documenting their responsiveness to instruction plans. The worksheet lists components of RTI implementation and provides space for the LEAs to fill in their implementation evidence/plan for each component.
- Field Memo: FM#08-07 Specific Learning Disability Determination (pdf)
- This memo further articulates Vermont regulations regarding the identification of a specific learning disability (SLD). It delineates the conditions that must be met whether using a discrepancy model or responsiveness to instruction model to establish the existence of an SLD. It also describes the documentation that must be a part of a comprehensive evaluation within a responsiveness to instruction/intervention (RtI) model of student support. This memo was developed in May 2008 by Karen Edwards, Director, Student Support Team, Vermont Department of Education.
- An Inventory of Practice to Meet the Needs of ALL Learners: General Education Core Instructional Practices - An Inventory of Classroom Practice (pdf)
- This tool identifies the system that must be in place in order to implement response to instruction (RtI). It is intended to be used to take an inventory in order to assess program efficacy, class progress, and student progress in RtI. It provides space for documenting the General Education Core Instructional Program, Supplemental Instruction/Intervention, and Special Education Evaluation for SLD. This tool was developed in September 2008 by the Vermont Department of Education.