Selected Topic: Instructional Changes in Response to Intervention in Wisconsin and Implications for Reading TeachersIa. Rationale for Subject Selection Based on Personal and Professional Experience: The Individuals with Disabilities Education Act of 2004 (IDEA), combined with the No Child Left Behind Act (NCLB), significantly changes the way teachers, Reading teachers and special education teachers identify student needs and provide instruction. Response to Intervention (RTI) is becoming the dominant model in schools in Wisconsin and across the country to meet the learning needs of all students. According to Fuchs and Fuchs (2006), RTI is a multi-tiered approach to “providing early intervention to students.” all children at risk of academic failure” (p. 93). Although there are several models of RTI, it always involves the use of evidence-based instruction for all students, screening to identify at-risk students, increasingly intensive and differentiated levels of instruction for those identified at risk and ongoing monitoring of student responsiveness to (RTI Action Network, 2011). Students who do not respond to very intensive instruction may be identified as having a specific learning disability. My professional motivation for choosing this topic is based on the International Reading Association's identification of reading and literacy specialists as key professionals in assessing student learning and planning appropriate instruction . and track student growth (International Reading Association, 2009). As a reading teacher, I will need to have a thorough understanding of the implications of IDEA and RTI, and be willing to collaborate with a...... middle of paper ...... for the reading teacher. In D. Fuchs, L. S. Fuchs, & S. Vaughn (Eds.), Response to intervention (pp. 105–122). Newark, DE: International Reading Association. Accessed online March 12, 2011 at http://www.reading.org/Publish.aspx?page=/publications/bbv/books/bk622/abstracts/bk622-5-shanahan.html&mode=redirectTemple, C., Ogle, D., Crawford, A and Freppon, P. (2011). All Children Read: Teaching for Literacy in Today's Diverse Classrooms. Boston: Pearson Education, Inc. Wisconsin Department of Public Instruction. (2010) Wisconsin Response to Intervention: A Guidance Document. Retrieved March 12, 2011, from dpi.state.wi.us/rti/pdf/rti-roadmap.pdfFuchs, D. and Fuchs, LS (2006). Introduction to response to intervention: what, why and what is its validity?. Reading Research Quarterly, 41(1), 93-99. Retrieved March 16, 2011 from EBSCOhost.