As some of you may know, I have been implementing a RTI model in an urban setting for two years. In a recent analysis of data we were able to take a closer look at the referral rates on the year prior to RTI implementation and the last two years. The numbers are staggering dropping.
Pre-RTI year- 10% of the school population was referred as “Initial Referrals” to special education.
Year 1 RTI implementation- 5% of the school population represented “Initial Referrals” that year of the project.
Year 2 RTI implementation- 3% of the school population represented “Initial Referrals” that year of the project.
We are closing in on the end of the year benchmark assessment in oral reading fluency after year 2 implementation. Keep a close eye for updates soon.
Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.
Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.