Topic: Movement Between Tiers of Intervention & Implications for Special Education Referral
Date: Wednesday, January 16, 2013
Time: 3:00 PM - 4:00 PM Eastern / 2:00 PM - 3:00 PM Central / 1:00 PM - 2:00 PM Mountain / 12:00 PM - 1:00 PM Pacific
Rebecca Zumeta, Ph.D., is a researcher at the American Institutes for Research, coordinates Technical Assistance and Product Development for both the National Center on Intensive Intervention (NCII) and the National Center on Response to Intervention (NCRTI). She has nearly 10 years of experience working in special education across school, university, and government settings. Prior to AIR, she worked for the Washington State Department of Special Education providing technical assistance to build state and local capacity to implement RTI, and helped redesign the state’s alternate assessment. She has co-authored several papers and a book chapter on RTI, mathematics intervention, and curriculum-based measurement (CBM). She chairs the Professional Development Standards and Ethics Committee of the Council for Exceptional Children’s (CEC) Division for Learning Disabilities, and is a member of CEC’s Division for Research. Dr. Zumeta also taught special education in public and private lab schools. She earned a Ph.D. in Special Education from Vanderbilt University, an M.Ed. in Special Education from the University of Washington, and a B.A. in Psychology and Politics from Whitman College.
Elizabeth Jankowsi, Signetwork
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This webinar will focus on challenges and considerations when planning, implementing, and differentiating secondary and intensive interventions. Additionally, the presentation will include information on using intervention data to inform special education referrals. We’ll follow the presentation with an extended discussion. To prepare for the conversation encourage participants to reflect upon the following questions prior to the live event:
• Does your state provide guidance about referral procedures or use of RTI data in its LD eligibility requirements? If so, what are they?
• What characterizes Tier 2/3 (secondary/intensive intervention) in your state, or in the district(s) where you work?
• What processes do you observe or recommend for teams when they plan supports for students who are not responding to their secondary/Tier 2 program?
• What data-based decision-making rules or processes do you observe or recommend?
• What data are typically required for special education referrals to move to an evaluation?