General Education Pre-Service Teachers’ Levels of Concern on Response to Intervention (RTI) Implementation

2014 ◽  
Vol 38 (2) ◽  
pp. 121-137 ◽  
Author(s):  
Brenda L. Barrio ◽  
Bertina H. Combes
Keyword(s):  
Response To Intervention ◽  
General Education ◽  
Rti Implementation

An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention

2019 ◽  
Vol 43 (2) ◽  
pp. 109-126
Author(s):  
Joyce Gomez-Najarro
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
Teacher Collaboration ◽  
Large Population ◽  
Diverse Learners ◽  
Rti Implementation ◽  
Context Specific ◽  
K 12 ◽  
The Way

Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students’ unique academic needs, particularly in underresourced schools serving diverse learners. Historically ineffective attempts to improve collaboration between general and special education, however, may pose challenges to effective RTI implementation. In this study, the author uses Cultural-Historical Activity Theory (CHAT) to examine how RTI implementation and the intersection of other context-specific conditions impact the way general and special educators work together at one public elementary school serving a large population of diverse learners. Findings indicate that, outside of referral meetings, RTI implementation was primarily a general education endeavor. The results hold implications for the way teacher education programs prepare general and special candidates to foster collaborative approaches to RTI in unique K-12 contexts.

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?

Response to Intervention

Education ◽  
2013 ◽  
Author(s):  
Amy Eppolito ◽  
Kathryn White ◽  
Janette Klingner
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
General Education ◽  
Progress Monitoring ◽  
The United States ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Rti Model

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.

Response to Intervention

2020 ◽  
Author(s):  
Evelyn S. Johnson
Keyword(s):  
Response To Intervention ◽  
General Education ◽  
Progress Monitoring ◽  
Instructional Program ◽  
Evidence Based ◽  
Tier 2 ◽  
Academic Challenges ◽  
Essential Components ◽  
Tier 1 ◽  
Tier 2 Intervention

Response to intervention (RTI) is a framework that can help ensure the academic strengths and needs of students are met effectively and efficiently. Patterned on a public health model of prevention, the focus of RTI is on preventing and intervening for academic challenges through a system of increasingly intensive supports, where the least intensive but most effective option is the most desirable. RTI models consist of the key essential components of effective inclusive instruction, universal screening, progress monitoring, data-based instructional decision-making, tiered levels of evidence-based and culturally responsive interventions, and fidelity of implementation. When the RTI framework is well implemented, most students are successful in the general education environment. In the general education classroom, teachers provide quality core, or Tier 1, instruction for all students. Even with high-quality instruction, however, not all students will be successful. Between 10 and 15% of the student population will likely need more intensive academic support at some point during their schooling, typically referred to as Tier 2 intervention. Tier 2 provides a system of evidence-based intervention, designed to meet the needs of most students at risk for poor academic outcomes. Tier 2 interventions are meant to be short in duration, focused on improving skill deficits that interfere with students’ success, and comprised of systematic approaches to providing student support. For some students whose needs cannot be met through Tier 1 or 2 instruction, an even more intensive level of intervention will be required. Tier 3 consists of specially designed interventions to support the needs of students who require a more individualized, intensive instructional program. Through this multi-leveled prevention system, the RTI framework provides supports to students that are appropriate to their needs within an environment of equity, efficiency, and accountability. With a well-structured, rigorous implementation of RTI, schooling becomes much more fluid and responsive to meet student needs.

RTI Services for Children With Mild Articulation Needs: Four Years of Data

2008 ◽  
Vol 9 (3) ◽  
pp. 104-110 ◽  
Author(s):  
Jennifer Taps
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
San Diego ◽  
Speech Language Pathologists ◽  
Class Model ◽  
Resource Center ◽  
Gradual Shift ◽  
Education Data

Abstract This article summarizes 4 years of data from San Diego Unified School District's Speech Improvement Class model for students with mild articulation needs. The district made a gradual shift from special education to general education. Data demonstrate that most students complete the class in 17-20 treatment hours. Three factors have been fundamental to the success of this program: the Articulation Resource Center, ongoing professional development, and a well-defined set of procedures. Challenges and concerns are also discussed. Overall, speech-language pathologists in San Diego Unified are implementing this class effectively and have branched out into other response to intervention supports.

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.

scholarly journals Alignment of School and Leadership Practices in Basic Education with Response-to-Intervention Model

2021 ◽  
Vol 2 (3) ◽  
pp. 207-211
Author(s):  
Maria Judith R. Raagas
Keyword(s):  
Professional Development ◽  
Response To Intervention ◽  
General Education ◽  
Leadership Practices ◽  
Basic Education ◽  
Quality Management System ◽  
Teaching Experience ◽  
Development Planning ◽  
Survey Questionnaire ◽  
Rti Model

This study assessed the implementation of school and leadership practices of the selected basic education schools and their alignment with the Response-to-Intervention (RTI) model components which enhanced the RTI implementation. The gaps in aligning the school and leadership practices with the RTI model were identified as concerns. As the RTI model is about preparing all students for success in their adult lives and careers, the school leaders hold a very significant position in improving the academic performance of all their learners. The study used the mixed method. The quantitative data analysis used a survey questionnaire and sent to the respondents through Google Forms. The descriptive statistics of frequency, mean and standard deviation was calculated using the IBM SPSS Statistics. For the qualitative data, an interview was conducted with the school principals, guidance counselors and selected class advisers, to clarify and support the responses in the survey questionnaire. Based on the findings, the researcher designed the contextualized RTI framework for basic education in Cebu City, Philippines. The recommendations of the study were: (1) include the RTI systems and procedures in the quality management system of the school; (2) for human resource departments and hiring committees, they should consider the qualification each potential new principal his or her previous experience working with students with special needs; (3) schools should consider providing professional development and training opportunities to principals whose sole or primary classroom teaching experience has been in general education; and, (4) for an individualized professional development planning process, principals might want to incorporate professional development opportunities that focus on leadership support for interventions. 

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