RtI Provides Specialized Attention

With the goals of better teaching and more efficient use of data management exemplified within Strands I and V of the Michigan School Improvement Framework, educators now have a new tool for providing students specialized attention. That tool is called Response to Intervention (RtI). With passage of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), Congress has focused on evidence-based instruction through a tiered intervention framework that supports each and every student to succeed. RtI is the practice of:

• Providing high-quality instruction and interventions matched to student needs.
• Monitoring the rate at which students learn and level at which they perform.
• Using student performance data to make decisions about instruction, goals, eligibility for special education programs and services, and other critical educational decisions across general, remedial, and special education.*

Learn More About RtI

To provide leadership as states and school districts sort through major policy issues related to RtI design and implementation, the National Association of State Directors of Special Education (NASDSE) published Response to Intervention: Policy Considerations and Implementation in 2005. The document offers a definition of RtI, its core principles, and essential components. It looks at RtI foundations in research and policy and support for RtI in federal law and discusses using RtI for special education eligibility, RtI policy considerations, and professional development. As a logical next step to publication of its RtI policy guidance document, NASDSE will host RtI Blueprint Writing Teams in April 2006. The teams will begin drawing state, district, and building level sketches upon which states and local districts can build specific RtI models. To order a copy of the NASDSE document ($15.00) visit www.nasdse.org.

RtI in Michigan

Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) has given the state a head start in implementing RtI in Michigan school districts. With its dual focus on behavior and academics, MiBLSi embraces the RtI core principles:

• Schools can effectively teach all students.
• Intervene early.
• Use a multi-tier model of service delivery.
• Use a problem solving method to make decisions within a multi-tier model.
• Use available research-based, scientifically validated interventions and instruction.
• Monitor student progress frequently to inform instruction.
• Use data to make decisions.
• Use assessment in screening, diagnosis, and progress monitoring.

MiBLSi is an IDEA mandated activities project of the Michigan Department of Education (MDE), Office of Special Education and Early Intervention Services (OSE/EIS). To learn more about MiBLSi, visit www.cenmi.org/miblsi.

Guidance and Technical Assistance

To provide RtI guidance and technical assistance to Michigan school districts, the OSE/EIS will offer a two-part series of FOCUS on Results on RtI. The first in the series will cover national and state perspectives on RtI, a deeper look at MiBLSi as an effective RtI model, and implementation of the MiBLSi model in an urban and a rural setting. The second in the series will cover national and state policies as they evolve around RtI and professional development efforts to support RtI.

The Center for Educational Networking (CEN) publishes FOCUS on Results for the OSE/EIS. To subscribe, download past issues, and access additional CEN products and services, visit www.cenmi.org.

*National Association of State Directors of Special Education. 2005. Response to Intervention: Policy Considerations and Implementation. Available at www.nasde.org.

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