Implementation of Instructional Level Assessment (ILA) within a Response to Intervention (RTI) model of service delivery

Service Delivery ◽

The United States ◽

Successful Implementation ◽

Service Delivery Model ◽

Delivery Model ◽

The Response to Intervention (RTI) service delivery model has been incorporated into elementary schools throughout the United States. This multi-tiered model has been found to assist struggling students in all academic areas through the use of research-based instructional strategies. Because of its success at the elementary level, more and more secondary education institutions are turning to RTI as a viable model that can help students achieve academic success. This chapter provides a history of how the RTI model was established in American elementary schools as well as an overview of how it can be implemented into the secondary educational environment. The chapter also describes the components required for successful implementation along with challenges facing middle and high schools when using the model. This type of service delivery model is a new way of teaching within the secondary educational arena but has been shown to be extremely effective if implemented correctly.

Advances in Early Childhood and K-12 Education - Examining Response to Intervention (RTI) Models in Secondary Education ◽

Response to Intervention at the Secondary Education Level

10.4018/978-1-4666-8516-1.ch001 ◽

2015 ◽

pp. 1-24

Author(s):

Pam L. Epler

Keyword(s):

Elementary Schools ◽

Academic Success ◽

Secondary Education ◽

Service Delivery ◽

The United States ◽

Successful Implementation ◽

Service Delivery Model ◽

Delivery Model ◽

The Response to Intervention (RTI) service delivery model has been incorporated into elementary schools throughout the United States. This multi-tiered model has been found to assist struggling students in all academic areas through the use of research-based instructional strategies. Because of its success at the elementary level, more and more secondary education institutions are turning to RTI as a viable model that can help students achieve academic success. This chapter provides a history of how the RTI model was established in American elementary schools as well as an overview of how it can be implemented into the secondary educational environment. The chapter also describes the components required for successful implementation along with challenges facing middle and high schools when using the model. This type of service delivery model is a new way of teaching within the secondary educational arena but has been shown to be extremely effective if implemented correctly.

Advances in Early Childhood and K-12 Education - Examining Response to Intervention (RTI) Models in Secondary Education ◽

English Language Learners and the Response to Intervention Model

10.4018/978-1-4666-8516-1.ch009 ◽

2015 ◽

pp. 198-222 ◽

Cited By ~ 1

Author(s):

Melissa Christine Higgins

Keyword(s):

English Language Learners ◽

Language Learners ◽

Language Impairment ◽

English Language ◽

Successful Implementation ◽

Education Programs ◽

Speech And Language Impairment ◽

Rti Model ◽

Research Based Interventions

English language learners (ELLs) are often misdiagnosed as having a learning disability or speech and language impairment and as a result are placed into special education programs. Response to Intervention (RTI) is a framework that can reduce this misdiagnosis and help these learners achieve more over time. This chapter explains how some of this misdiagnosis occurs and how to use Response to Intervention with the ELL population to overcome this problem. It includes research-based interventions proven to work for this population, suggestions on how to implement an RTI model, and case studies of students who represent situations that often come up in the field. With successful implementation of an RTI program, it is hoped that all students will receive the targeted support that they need and deserve.

Response to Intervention: An Opportunity for School Counselor Leadership

Professional School Counseling ◽

10.1177/2156759x1101400305 ◽

2011 ◽

Vol 14 (3) ◽

pp. 2156759X1101400

Author(s):

Theresa Ryan ◽

Carol J. Kaffenberger ◽

Amy Gleason Carroll

Keyword(s):

Elementary School ◽

School Counselor ◽

Best Practice ◽

School Level ◽

Implementation Team ◽

School Counselor Leadership ◽

Rti Model ◽

The Impact

This article describes a novel implementation of a response to intervention (RTI) model at the elementary school level, with particular focus on the role of the school counselor. The RTI process was used with all K-2 students as a way of delivering research-based best practice to all students, and as a way of documenting the educational progress of students identified as at risk for school problems. A member of the development and implementation team, the school counselor collected data to estimate the impact of the model on student progress after the first year of data collection. The article also shares implications for the role of the elementary school counselor.

High School Teachers’ Sense-Making of Response to Intervention: A Critical Practice Analysis

Education and Urban Society ◽

10.1177/0013124519848032 ◽

2019 ◽

Vol 52 (3) ◽

pp. 433-458 ◽

Cited By ~ 1

Author(s):

Benikia Kressler ◽

Wendy Cavendish

Keyword(s):

High School ◽

Student Performance ◽

High School Teachers ◽

Sense Making ◽

School Teachers ◽

Critical Practice ◽

Special Education Policy ◽

Practice Analysis ◽

Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this qualitative study examined six high school teachers’ sense-making and engagement within an RtI framework, with specific attention to their data-based decision making (DbDM) for CLD students. We used an inductive analysis approach and developed three themes: (a) limited understanding, training, and support; (b) top-down accountability pressures; and (c) deficit views on student performance. These findings situated within the ZOM framework underscore complexities that render the promise of equity for CLD students impotent within an RtI model.

A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education

Journal of School Psychology ◽

10.1016/j.jsp.2006.11.004 ◽

2007 ◽

Vol 45 (2) ◽

pp. 225-256 ◽

Cited By ~ 136

Author(s):

Amanda M. VanDerHeyden ◽

Joseph C. Witt ◽

Donna Gilbertson

Keyword(s):

Special Education ◽

Response to Intervention (RTI) Model

The TESOL Encyclopedia of English Language Teaching ◽

10.1002/9781118784235.eelt0204 ◽

2018 ◽

pp. 1-6

Author(s):

Fujuan Tan

Keyword(s):

Response to Intervention

Education ◽

10.1093/obo/9780199756810-0075 ◽

2013 ◽

Author(s):

Amy Eppolito ◽

Kathryn White ◽

Janette Klingner

Keyword(s):

Decision Making ◽

Special Education ◽

Learning Disabilities ◽

General Education ◽

Progress Monitoring ◽

The United States ◽

Data Driven ◽

Data Driven Decision Making ◽

Response to intervention (RTI) is a comprehensive, systematic approach to teaching and learning designed to monitor academic and behavioral progress for all students, provide early interventions of increasing intensity to struggling learners, and potentially identify learners with more significant learning disabilities. The model is implemented with multitiered instruction, intervention, and assessment. The key components of the RTI model include (1) high-quality instruction matched to the needs of students, (2) evidence-based interventions of increasing intensity, (3) ongoing progress monitoring, and (4) data-driven decision making. Components of the model, such as data-driven decision making and multitiered instruction, have been studied for the past few decades, but the model as an integrated whole has been developed more recently. One catalyst for increased research and interest in RTI has been a change in federal legislation in the United States. The most recent reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) in 2004 permits the RTI model to be implemented as an alternative means to identify students with learning disabilities (LDs). These amendments to IDEA stipulate that the RTI process may be used to determine if a child is responding to research-based instruction and intervention as part of the special education evaluation process. Although driven by special education policy, RTI has been lauded as an instructional model that can improve general education overall and for special populations. However, critiques of the model argue that it has been implemented with limited research, resources, and funding and may not be valid for identifying LDs. Some experts question the psychometric validity of the model and promote using multiple forms of assessment, including more traditional standardized psycho-educational tests, in combination with RTI when evaluating students for possible LDs.