New federal policy, created in 2004, is not 12 years old. RTI was a model quickly and certainly adopted to both identify children with learning disabilities and to provide intervention to improve school programs in order to help students who were struggling. Universal screening tools have drastically helped students to get back in the groove with their educational goals and have helped educators to monitor this progress. Even so, in school districts across the country, an approach without labels has caused struggle and heartache.
A 2015 federal study of RTI methods used for reading instruction shows that schools are struggling to implement RTI with precision.
The no-child-left-behind act has helped and aided school districts to find a path that may help students to improve in their performances, despite the struggles of learning disabilities. However, this has not been a perfect transition. Countless examples of school implementing the no-child-left-behind act have struggled with the how-should-we-do-this question and continue to make adjustments in order to accommodate students of varying learning disabilities and educational disadvantages. Although things seem to be moving in the right direction, there is still much progress to be made.
Key Takeaways:
1
In 2004, the reauthorized Individuals with Disabilities Education Act first introduced into federal policy the concept of “response to intervention
2
The promise of multitiered systems of supports like RTI has come up against some hard realities.
3
Many were giving interventions to students regardless of how well the child could read, diluting any possible benefits
Read the full article here:
http://www.readingrockets.org/news/rti-expands-encounters-growing-pains
http://www.readingrockets.org/news/rti-expands-encounters-growing-pains
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