|
| NCLB & RTI as Context for Educational Interventions |
| Saturday, May 26, 2007 |
| 4:00 PM–4:50 PM |
| Cunningham C |
| Area: EDC |
| Chair: Sharla N. Fasko (University of Toledo) |
| |
| Response to Intervention: Implications for Consultation in a High-Stakes Testing Climate. |
| Domain: Applied Research |
| SHARLA N. FASKO (University of Toledo) |
| |
| Abstract: Since NCLB, schools are under intense pressure to demonstrate that all students are academically proficient, or else face school and systemic penalties.
As systems have begun to change in response to this accountability structure, ownership of student learning problems has shifted from the individual classroom teacher to the school community as a whole. Traditional collaborative consultation procedures, which are predicated on the teacher-as-owner model of problem-solving, should be adapted to take into account the newer, system-as-owner model, in order to maximize effectiveness of the intervention-design process. Several recommendations will be proposed to address these changes. |
| |
| Using Effective Teaching Principles as Post-RTI Strategies to Plan Specially-Designed Instruction. |
| Domain: Applied Research |
| CHANG-NAM LEE (Whitworth College), Cynthia Simmons (Whitworth College) |
| |
| Abstract: The 2004 Reauthorization of the IDEA no longer requires the use of the discrepancy between a student’s intellectual ability and his/her achievement to determine the eligibility of students with learning disabilities. It also suggests that alternative methods may be used. As a promising alternative, the response to intervention (RTI) model requires the use of research-based effective methods to determine whether the student shows meaningful improvement in response to such methods. However, by the definition of this model, for a student thus identified as eligible, the research-based methods that have been used for the eligibility determination cannot be logically used as an intervention to achieve the IEP goals and objectives. Therefore, teachers must be trained with systematic guidelines to construct specially designed instruction (SDI) based on the eligible student’s IEP goals and objectives. This session will demonstrate the use of effective instructional principles identified by Kame’enui, Carnine, Dixon, Simmons, and Coyne (2002) as “post-RTI” strategies for preservice teacher education.
Reference
Kame’enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. |
| |
|
| |