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| Implementing an Effective Multi-Tiered Reading Program as Part of Response to Intervention |
| Saturday, May 24, 2008 |
| 4:00 PM–4:50 PM |
| Williford C |
| Area: EDC; Domain: Service Delivery |
| Chair: William Bursuck (University of North Carolina, Greensboro) |
| WILLIAM BURSUCK (University of North Carolina, Greensboro) |
| MARY DAMER (The Ohio State University) |
| GRETCHEN SMALLWOOD (University of North Carolina, Greensboro) |
| Abstract: IDEA 2004 and its 2006 regulations offer states the option of using a Response to Intervention (RTI) approach to identify students with learning disabilities. RTI’s success rests on the assumption that districts have a well- functioning system of multi-tiered instruction in place including (1) a continuum of evidence-based teaching practices; (2) a valid system of curriculum-based assessments to screen students for potential problems, monitor their response to instruction, and place them into appropriate instructional tiers; and (3) a system of professional development that assures fidelityf implementation. The purpose of this panel discussion will be to present recommendations for implementing each of these three components of multi-tiered reading. The recommendations are based on over six years of experience in two large urban school districts. As a result of the panel, participants will be able to (1) identify the successful components of the multi-tier approach, (2) recognize the magnitude of district-wide system change required for sustainability, (3) determine how and why planning a multi-tier reading model in high-poverty schools requires different resources and strategies, (4) avoid pitfalls encountered when implementing multi-tiered instruction, and (5) recognize unresolved issues and share how two school districts resolved these issues. |
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