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WGReading WGReading is offline
 
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WGReading
 
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Joined: Apr 2017
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Old 05-31-2018, 06:18 PM
 
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My answer was going to be similar to the previous response. Title I is a federal program that provides funding for at risk students. In my district, we have reading interventionists and paras that are funded through Title I or our state's program that is similar, or sometimes a combination of both. We have to document which students are being seen by those teachers and how we determined that they are at risk.

RTI (part of MTSS) is a model for providing interventions. The ultimate goal when RTI started was to limit SPED referrals and IEPs by providing effective tiered interventions. There are lots of books and online resources that can teach you about RTI.

In my experience, based on things I've seen in my district and learned at RTI trainings, RTI is sort of like PLCs in that people interpret what that means and what it looks like it lots of different ways. It is difficult (personnel resources and time) to establish an RTI program "with fidelity".

My advice to you would be to find out how your school identifies at risk students and make sure you are very familiar with those measures. We also use diagnostic inventories (QRI or CORE Survey) to pinpoint areas of need, which helps in forming groups and setting goals and timelines for interventions. It will also help you pinpoint what types of materials to use and lessons to develop.

Best of luck to you!

ETA: Most often what I have seen when someone is "in charge of RTI" is that it includes not only the intervention groups, but also if your school does any kind of leveled reading groups, you would be overseeing that as well. That is what RTI was when I took over as the reading specialist at my school (my principal has no reading background and the reading specialist before me ended up in the position because of seniority but didn't know anything about RTI). We used DIBELS and MAP to place students into leveled reading groups - I was "in charge" of collecting all of the student data on a spreadsheet, sorting it out, and then leading the meeting to set the groups, and making changes if teachers felt they were needed. That isn't actually true RTI, but it is sort of the first step towards getting to an RTI model. We have since transitioned from that to pretty close to what RTI was intended to be, so it's possible to get there even if you are going in to a system that isn't super effective if your administration is open to ideas.
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