Response to Intervention and Current Implementation

2008 ◽  
Vol 9 (3) ◽  
pp. 116-121
Author(s):  
Janet L. Proly
Keyword(s):  
Response To Intervention ◽  
Federal Regulations ◽  
Speech Language Pathologist ◽  
Current Implementation ◽  
Rti Implementation ◽  
Level Of Understanding

Abstract Response to Intervention (RTI) implementation is becoming more widespread due to the references of RTI components in the Federal Regulations. But everyone is not at the same level of understanding about RTI and its implementation. This article will answer several questions. What is RTI? Why are we hearing more and more about RTI? How are states implementing RTI components? How can the speech-language pathologist help in RTI implementation in the presence or absence of a specific RTI infrastructure? How is Florida Proceeding with RTI implementation? Are there any new resources available for principals and other educators who might want to learn more about RTI?

A Team Approach to Response to Intervention for Speech Sound Errors in the School Setting

2018 ◽  
Vol 3 (16) ◽  
pp. 110-119 ◽  
Author(s):  
Laurel Bruce ◽  
Sue Lynde ◽  
Juliet Weinhold ◽  
Beate Peter
Keyword(s):  
Response To Intervention ◽  
Treatment Time ◽  
School Setting ◽  
Speech Sound ◽  
Communication Disorders ◽  
Individual Therapy ◽  
Team Approach ◽  
Overall Treatment Time ◽  
Speech Language Pathologist ◽  
Rti Model

Purpose Response to intervention (RTI) has been used within the school setting to support students at risk for a variety of communication disorders. Through RTI, these students can receive services prior to determining eligibility for special education, allowing students with speech sound errors (SSEs) to receive support from a speech-language pathologist speech-language pathologist support while still in the stage of speech sound development. Method This article discusses the implementation of a team-based RTI model spanning 6 years, which targeted three hundred eighty-nine 7- to 8.5-year-old students with SSEs. Results One hundred seventy-two students completed treatment through the RTI process, requiring an average of 6 therapy hours. One hundred eight RTI students needed an Individualized Education Program (IEP) to complete their treatment. Of these students, a subset of 32 who started treatment through RTI and finished through an IEP required an average of 53 therapy hours. This is significantly less than the average of 82 hours found through chart reviews of our own district IEPs. Conclusion An RTI process using individual therapy has the potential to reduce the overall treatment time needed for speech sound remediation. Advantages and drawbacks in using an RTI team model for SSEs and providing therapy through individual sessions are discussed.

Implementing Response to Intervention: Challenges of Diversity and System Change in a High-Stakes Environment

2016 ◽  
Vol 118 (5) ◽  
pp. 1-36 ◽  
Author(s):  
Wendy Cavendish ◽  
Beth Harry ◽  
Ana Maria Menda ◽  
Anabel Espinosa ◽  
Margarette Mahotiere
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
Urban Schools ◽  
Large Scale ◽  
Implementation Process ◽  
Structured Interviews ◽  
High Stakes ◽  
Grounded Theory Research ◽  
Change Factors ◽  
Rti Implementation

Background The Response to Intervention (RTI) approach involves the use of a dynamic model built around the systematic documentation of students’ response to research-based instructional interventions. Although there has been widespread implementation of RTI models for early intervention and in some cases, as a means to identify students with learning disabilities (LD), little has been published on teacher implementation of RTI in naturalistic school settings. Purpose The purpose of this study was to examine the RTI implementation process in two culturally diverse, urban schools. The authors describe the process of large-scale RTI implementation through the lens of Systems Change Theory. Research Design This study of RTI in a naturalistic setting used grounded theory research methods to provide an in-depth description and qualitative analysis of challenges and successes experienced by RTI teams and teachers in schools required by state mandate to implement RTI. Data collection included semi-structured interviews and observations with 30 participants in two urban schools. Transcripts of interviews and field notes of direct observations were analyzed inductively through a four-tiered interpretive coding process that moved from the most concrete to more abstract levels of interpretation. Conclusions The present study highlights challenges related to changes in procedures for monitoring student responsiveness in an RTI system used for special education identification. The emergence of themes from observation and interview data revealed how professional development gaps, school personnel's assumptions about culturally and linguistically diverse (CLD) learners and families, and external pressures from district and state accountability systems affected RTI implementation across two schools. Our observations revealed confusion over the components for practice in RTI as well as a lack of understanding related to the purpose of RTI to potentially improve outcomes and reduce referrals to special education for CLD youth. The issues that emerged as barriers to implementation serve to identify the systemic change factors needed to support large-scale RTI implementation.

scholarly journals Response to Intervention (RTI) and Changes in Special Education Categorization

2020 ◽  
Vol 29 (2) ◽  
pp. 59-71
Author(s):  
Kasandra Raben ◽  
Justin Brogan ◽  
Mardis Dunham ◽  
Susana Bloomdahl
Keyword(s):  
Special Education ◽  
School District ◽  
Response To Intervention ◽  
School Districts ◽  
The United States ◽  
Similar Proportion ◽  
Special Education Eligibility ◽  
Special Education Referral ◽  
Treatment Providers ◽  
Rti Implementation

Response to intervention (RTI) is used as a prerequisite to referring children for special education eligibility for learning disabilities (LD). RTI provides schools with a framework for helping students with learning challenges. In the United States, while the number of students receiving services through RTI has remained consistent, the overall number of students receiving some educational intervention through an alternate path has increased. The purpose of this study was to determine the influence that the RTI model had upon eligibility numbers in a large special education co-operative spanning 21 rural school districts in southern Illinois that represented 15,128 students. Each of the school districts maintained its own policies and procedures governing RTI implementation, special education referral, and special education eligibility. The study revealed that while the number of students with LD dropped significantly over the past decade, the numbers of children eligible for other disability categories increased in a similar proportion. This changing trend may be the result of several factors including changes in school district policy, parent advocates pressing for quicker paths to treatment, treatment providers shifting categories for a wide variety of reasons, or some yet unknown factor. These possible explanations suggest that family issues, time, finances, and procedural dynamics may play a role in the changing categorizations and should be better understood. Future studies should focus on the inclusion of more culturally and economically diverse students, within and outside the Unites States. Last, school district policies and RTI implementation procedures should be investigated to better uncover any potential relationship to this shifting data trend.

A Year in the Life of RtI: The First Year

2010 ◽  
Vol 11 (4) ◽  
pp. 137-144
Author(s):  
Lizbeth Dooley-Zawacki
Keyword(s):  
Elementary School ◽  
Response To Intervention ◽  
Instructional Support ◽  
First Year ◽  
Language Therapy ◽  
Struggling Learners ◽  
Public Elementary School ◽  
Instructional Support Team ◽  
Speech Language Pathologist ◽  
Support Team

Abstract A speech-language pathologist in a public elementary school (grades K-5) was asked to become a participant in reviewing a district design of Response to Intervention (RtI) services, while initiating a building based RtI program for speech-language therapy. The instructional support team (IST) would serve as an initiator and facilitator for the SLP, RtI process and the targeted struggling learners. The purpose of this article is to review the development and changes made to an RtI program during the first year of enactment.

Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks

2017 ◽  
Vol 83 (3) ◽  
pp. 255-268 ◽  
Author(s):  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
Response To Intervention ◽  
Universal Screening ◽  
Regression Discontinuity ◽  
First Grade ◽  
Tier 2 ◽  
Intensive Intervention ◽  
Rti Implementation ◽  
Tier 3 ◽  
Implementation Data ◽  
Research And Policy

In 2010, the Institute of Education Sciences commissioned a much-needed national evaluation of response to intervention (RTI). The evaluators defined their task very narrowly, asking “Does the use of universal screening, including a cut-point for designating students for more intensive Tier 2 and Tier 3 interventions, increase children’s performance on a comprehensive reading measure?” Their regression-discontinuity analysis showed that first-grade children designated for (but not necessarily receiving) more intensive intervention in the 146 study schools performed significantly worse than children not designated for it. There were no reliable differences between designated and nondesignated students in Grades 2 or 3. The provocativeness of these findings notwithstanding, the evaluation’s focus and design weakens its importance. RTI implementation data were also collected in the 146 study schools. These data suggest many of them were not conducting RTI in a manner supported by research and policy. Such findings and others’ evaluations of RTI advance the idea that simpler frameworks may encourage more educators to implement RTI’s most important components with fidelity.

A Comparison of the Prevalence Rates of Language Impairment Before and After Response-to-Intervention Implementation

2019 ◽  
Vol 50 (4) ◽  
pp. 703-709 ◽  
Author(s):  
Shannon Hall-Mills
Keyword(s):  
Public Schools ◽  
Response To Intervention ◽  
School Districts ◽  
Language Impairment ◽  
The United States ◽  
Prevalence Rates ◽  
Prevalence Data ◽  
Rti Implementation ◽  
Before And After ◽  
Primary Disability

Purpose This research note presents a secondary data analysis of language impairment (LI) prevalence rates of children in public schools before and after a statewide mandate for response-to-intervention (RTI) implementation. Method Statewide and district-level LI prevalence rates were compared across 10 school years. Prevalence data from 67 school districts located in 1 state in the United States are reported as the proportion of the general student population (students ages 3–21 years) who were identified with a primary disability of LI. Results The mandated implementation of RTI within special education prereferral, evaluation, and eligibility processes coincided with significant changes in LI prevalence as a primary disability for most of the school districts. The majority of school districts experienced an increase in LI prevalence within 1 school year following RTI implementation. However, the degree and direction of change in prevalence rates varied across some of the school districts. Similar degrees of change were not evident across the other years of prevalence data review, suggesting the systemic change that occurred via RTI requirements coincided with fluctuations in the LI prevalence rates for the majority of school districts in the state. Conclusion A causal relation between RTI and LI prevalence cannot be established with the current data; however, this study establishes a temporal connection between the timing of RTI implementation and changes in LI prevalence in public schools of 1 very large state. Implications are presented for further research investigating the potential impact of systemic mandates on the identification of school-age children with LI. Supplemental Material https://doi.org/10.23641/asha.8968676

Identity-Blind Intervention: Examining Teachers’ Attention to Social Identity in the Context of Response to Intervention

2019 ◽  
pp. 004208591986056
Author(s):  
Joyce Gomez-Najarro
Keyword(s):  
Elementary School ◽  
Response To Intervention ◽  
Social Identity ◽  
Activity Theory ◽  
Diverse Learners ◽  
Student Identity ◽  
Rti Implementation ◽  
Qualitative Work ◽  
Cultural Historical Activity

Limited qualitative work has examined how response to intervention (RTI) is shaping teachers’ understandings of intervention, the premise for conversation about referral, when serving diverse learners. In this case study, I use the lenses of Cultural-Historical Activity Theory and intersectionality to examine (a) how educators at one public elementary school are attending to student identity in the context of RTI implementation, and (b) how RTI is mediating teachers’ approaches to academic intervention. Findings indicate that teachers struggled to develop differentiated, culturally relevant approaches to intervention. The results hold implications for the preparation of teachers to serve diverse learners using RTI.

scholarly journals Foundation phase teachers’ points of view on the viability of Response to Intervention in their school context

2021 ◽  
Vol 41 (1) ◽  
pp. 1-12
Author(s):  
Suzanne Bester ◽  
Michè Conway
Keyword(s):  
Response To Intervention ◽  
South African ◽  
School Context ◽  
Teaching Staff ◽  
Learner Support ◽  
Rti Implementation ◽  
African Context ◽  
Points Of View ◽  
Viable Approach

Guided by an interpretivist paradigm, the qualitative case study reported on here provided insight into the points of view of 9 foundation phase teachers on whether they believed that Response to Intervention (RtI) could be a viable approach to implement within their own school context. A semi-structured, focus group interview was conducted to explore the participants’ views regarding the viability of RtI for their school. Through exploring these teachers’ views, we aimed at initiating further research into whether RtI could potentially be a viable approach to assessment and intervention within a South African context. The findings suggest that the participants envisioned numerous challenges in the implementation of RtI within their school context. These challenges related to a lack of resources and challenges associated with the curriculum. The participants envisioned such challenges as potentially preventing the effective implementation of RtI and, therefore, decreasing its viability in their school context. The participants believed that if certain challenges, such as a lack of time and a lack of qualified teaching staff could be addressed and overcome, then an RtI approach could become viable in their school context. They believed that an effective RtI implementation could yield benefits associated with improved overall service delivery to learners and their parents. Furthermore, the participants believed that RtI could potentially result in a reduced need for financial resources to pay for referrals to learner support specialists, which they perceived as a challenge in their learner support interventions. The insights obtained from this study may be useful in guiding further research endeavours into the perceived viability of RtI in other school contexts in South Africa.

scholarly journals School Psychologists Perceptions Of Stakeholder Engagement In Response To Intervention

2013 ◽  
Vol 6 (4) ◽  
pp. 399 ◽  
Author(s):  
Suzanne Little
Keyword(s):  
Response To Intervention ◽  
School Psychologists ◽  
Pacific Northwest ◽  
Stakeholder Engagement ◽  
Future Research ◽  
The Pacific ◽  
Educational Professionals ◽  
Rti Implementation ◽  
Collaborative Team ◽  
Perceptions Of School

As Response to Intervention (RTI) continues to be implemented in schools, it is important to consider how this initiative is perceived by the educational professionals involved in the implementation and effectiveness of the process. This study utilized a survey intended to investigate the perceptions of school psychologists regarding their engagement in the implementation of RTI, the systems level collaboration in implementing RTI, and engagement of other educational professionals (teachers, counselors, and administrators) in RTI. Over sixty practicing certified school psychologists in the Pacific Northwest completed an online researcher-designed survey of their perceptions of RTI. The majority of participants reported that they were prepared to participate in RTI implementation, but they also indicated that RTI is not effectively implemented in a collaborative, team-based approach. Implications for training and practice and recommendations for future research are discussed.

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