Summary: Response To Intervention
As a leader you may encounter many scenarios that can affect your staff. By being a leader you must provide your staff with methods to effective handle any situation. According to Greenwood, Bradfield, Kaminski, Lina, Carta and Nylander (2011), Response to Intervention (RTI) shifts practices from the traditional model of students waiting to qualify for special education or services to one that provides immediate prevent for developmental delays and challenges from becoming disabilities. The special education director should provide the staff with professional developments to ensure the effectiveness of practices used in the class is very important. The success of the implementation of strategies provided by the educators for the students will
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According to Greenwood, Bradfield, Kaminski, Lina, Carta and Nylander (2011), NCLB and IDEA have helped RTI to put the spotlight on improving students’ academics through early and continued use of evidence-based practices. The school Lauren attends according to NCLB and IDEA has provided her with evidence-based practices to help with her reading abilities. The teacher collected data that determined Lauren needed extra support in reading. The use of these laws, legislations and regulations help specialist and policy makers have a clear understanding about what they want to accomplish by suggesting a diverse, distinct, and significant role for special education (Fuchs, Fuchs and Stecker, 2010). The teacher used multi-tiered interventions to ensure Lauren would show growth in her development of skills she was lacking. Lauren was able to reach her goal twice throughout the duration of the multi-tiered interventions, which is within the practices based on NCLB, IDEA and RTI.
Professional development or PD opportunities should be provided to the educator to ensure he or she is providing Lauren and other students with effective practices. According to Sansosti, Goss and Noltemeyer (2011), The challenges faced since the passing of RTI and following the union of NCLB and IDEA is the manner in which administrative leaders appropriately and effectively merge general and special education to attain both school-wide and district-wide achievement. During these PDs leaders need to develop effective ways for general and special educators to collaborate and develop school-wide
According to Greenwood, Bradfield, Kaminski, Lina, Carta and Nylander (2011), NCLB and IDEA have helped RTI to put the spotlight on improving students’ academics through early and continued use of evidence-based practices. The school Lauren attends according to NCLB and IDEA has provided her with evidence-based practices to help with her reading abilities. The teacher collected data that determined Lauren needed extra support in reading. The use of these laws, legislations and regulations help specialist and policy makers have a clear understanding about what they want to accomplish by suggesting a diverse, distinct, and significant role for special education (Fuchs, Fuchs and Stecker, 2010). The teacher used multi-tiered interventions to ensure Lauren would show growth in her development of skills she was lacking. Lauren was able to reach her goal twice throughout the duration of the multi-tiered interventions, which is within the practices based on NCLB, IDEA and RTI.
Professional development or PD opportunities should be provided to the educator to ensure he or she is providing Lauren and other students with effective practices. According to Sansosti, Goss and Noltemeyer (2011), The challenges faced since the passing of RTI and following the union of NCLB and IDEA is the manner in which administrative leaders appropriately and effectively merge general and special education to attain both school-wide and district-wide achievement. During these PDs leaders need to develop effective ways for general and special educators to collaborate and develop school-wide