An Overview of RTI in Grades 6–12

2019 ◽  
pp. 1-24
Author(s):  
Pam Epler
Keyword(s):  
Elementary Schools ◽  
Academic Success ◽  
Service Delivery ◽  
The United States ◽  
Successful Implementation ◽  
Service Delivery Model ◽  
Delivery Model ◽  
History Of ◽  
Rti Model ◽  
Viable 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.

Response to Intervention at the Secondary Education Level

2016 ◽  
pp. 86-109
Author(s):  
Pam L. Epler
Keyword(s):  
Elementary Schools ◽  
Academic Success ◽  
Secondary Education ◽  
Response To Intervention ◽  
Service Delivery ◽  
The United States ◽  
Successful Implementation ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Rti 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.

Response to Intervention at the Secondary Education Level

2015 ◽  
pp. 1-24
Author(s):  
Pam L. Epler
Keyword(s):  
Elementary Schools ◽  
Academic Success ◽  
Secondary Education ◽  
Response To Intervention ◽  
Service Delivery ◽  
The United States ◽  
Successful Implementation ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Rti 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.

scholarly journals A User's Guide for Understanding and Addressing Telepractice Technology Challenges via ZOOM

2021 ◽  
pp. 1-6
Author(s):  
Megann McGill ◽  
Kimberly Fiddler
Keyword(s):  
Service Delivery ◽  
The United States ◽  
Scope Of Practice ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Delivery Model ◽  
Global Pandemic ◽  
Language Pathology ◽  
Alternative Service ◽  
Barriers And Challenges

Purpose Telepractice has been used as an alternative service delivery model in speech-language pathology across various settings and the scope of practice. Despite its utility and increasing demands resulting from the COVID-19 global pandemic, some clinicians and clients continue to report apprehension to adopting telepractice service delivery model due to discomfort with technology. Among currently available telepractice platforms, “ZOOM” is one of the popular platforms among speech-language pathologists (SLPs) in the United States because of its usability and subscription cost. However, many challenges have been experienced by clinicians and clients when ZOOM is used. The purpose of this article was twofold. The first goal of this article was to address barriers and challenges to implement successful telepractice SLP services. The second goal of this article was to develop four step-by-step troubleshooting manuals (one for client and one for clinician in both English and Spanish) to enhance its utility for users. Conclusion Preliminary qualitative data showed that the manuals developed by the authors were useful and functional for graduate SLP students. Supplemental Material https://doi.org/10.23641/asha.14044091

scholarly journals Telehealth Regulatory and Legal Considerations: Frequently Asked Questions

2011 ◽  
Vol 3 (2) ◽  
pp. 15-18 ◽  
Author(s):  
Jana Cason ◽  
Janice A. Brannon
Keyword(s):  
Service Delivery ◽  
The United States ◽  
Service Delivery Model ◽  
State Laws ◽  
Delivery Model ◽  
Telehealth Service ◽  
Legal Questions ◽  
Insurance Cover ◽  
Legal Implications ◽  
Malpractice Insurance

As telehealth gains momentum as a service delivery model in the United States within the rehabilitation professions, regulatory and legal questions arise. This article examines the following questions:1. Is there a need to secure licenses in two states (i.e., where the practitioner resides, and where the client is located), before engaging in telehealth?2. Do state laws differ concerning if and how telehealth can occur?3. Do any states expressly disallow telehealth?4. Can services delivered through telehealth be billed the same way as services provided in-person?5. If practitioners fulfill the requirements to maintain licensure (e.g., continuing education obligations) in their state of residence, do they also need to fulfill the requirements to maintain licensure for the state in which the client resides?6. Will professional malpractice insurance cover services delivered through telehealth?7. Does a sole practitioner need to abide by HIPAA regulations?Responses to these questions are offered to raise awareness of the regulatory and legal implications associated with the use of a telehealth service delivery model

Example State Programs

2017 ◽  
pp. 72-82
Keyword(s):  
United States ◽  
School Districts ◽  
Service Delivery ◽  
Secondary Level ◽  
The United States ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Training Materials ◽  
Set Up ◽  
State Programs

The IDEA law is vague concerning guidelines on the best process for establishing an RTI service delivery model in schools or school districts. Since education in the United States is a right governed under each individual state's jurisdiction, there conceivably could be 50 different ways to set up such a model. This chapter examines the RTI models developed by two states: Florida and Alaska. Both states have established specific guidelines, training materials, and other resources for implementation of RTI at the secondary level.

Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model

2021 ◽  
pp. 1-16
Author(s):  
Erika M. Timpe ◽  
Jennifer Kent-Walsh ◽  
Cathy Binger ◽  
Debbie Hahs-Vaughn ◽  
Nancy Harrington ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Service Delivery ◽  
Service Delivery Model ◽  
Delivery Model

Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings

2021 ◽  
pp. 004005992199747
Author(s):  
Sara Cothren Cook ◽  
Lauren W. Collins ◽  
Jennifer Madigan ◽  
Kimberly McDuffie Landrum ◽  
Lysandra Cook
Keyword(s):  
Service Delivery ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Service Delivery Model ◽  
Instructional Coaches ◽  
Delivery Model ◽  
Effective Professional Development ◽  
Inclusive Settings ◽  
Need Support ◽  
The Individual

Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of specialized instruction to meet the individual needs of students with disabilities (Scruggs et al., 2007). In this manuscript, we provide a process for instructional coaches to use to (a) develop and deliver effective professional development and (b) coach co-teachers. This process maximizes the potential of the co-teaching service delivery model in improving educational outcomes for students with disabilities.

Sign in / Sign up

Export Citation Format

Share Document