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1. Models of Response to Intervention in the Northwest Region States. Issues & Answers. REL 2009--No. 079 (ED506348)
Author(s):
Stepanek, Jennifer; Peixotto, Kit
Source:
Regional Educational Laboratory Northwest
Pub Date:
2009-09-00
Pub Type(s):
Information Analyses; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Student Needs; Intervention; Academic Achievement; Learning Disabilities; State Departments of Education; Data Analysis; Technical Assistance; Teaching Methods; State Programs; Reading Instruction; Models; Instructional Effectiveness; Program Effectiveness; School Districts; Government Role; Educational Policy; Educational Resources; Educational Objectives; Program Implementation; Formative Evaluation; Disability Identification; Mathematics Instruction
Abstract: Response to intervention (RTI) is a framework for providing interventions and services at increasing levels of intensity until students succeed. The framework helps teachers and schools provide instruction and interventions matched to student needs, monitor progress frequently to guide decisions about changes in instruction or goals, and apply data to important education decisions (Batsche et al. 2005). This report provides information on the response to intervention (RTI) models supported by state education agencies in the Northwest Region and identifies states' RTI-related resources, policies, and activities. The information will help the Northwest Regional Comprehensive Center focus its technical assistance for RTI and identify areas for cross-state collaboration, while enabling states to learn from each other's experience. Specifically, the report describes state-level efforts to support implementation of response to intervention (RTI) in the Northwest Region states--Alaska, Idaho, Montana, Oregon, and Washington. RTI, an approach to improving education outcomes, focuses on monitoring academic progress and using assessment data to identify struggling students, modify instruction, and provide interventions matched to students' needs on a tiered, gradually intensifying basis (Batsche et al. 2005). The tiered RTI framework requires a research-based core program of curriculum and instruction that meets the needs of most students. The three research questions that guided the study and a brief summary of the findings are presented herein. The first question is on context, on what the state education agencies viewed as the purpose of RTI. The two primary research questions look at the components of state education agency approaches to RTI and at state support of districts' implementation of RTI. Four appendices are included: (1) The literature on response to intervention; (2) Study methodology; (3) Interview protocol; and (4) State profiles. (Contains 2 boxes and 19 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Status of State-Level Response to Intervention Policies and Procedures in the West Region States and Five Other States. Issues & Answers. REL 2009-No. 077 (ED506067)
Harr-Robins, Jenifer J.; Shambaugh, Larisa S.; Parrish, Tom
Regional Educational Laboratory West
2009-08-00
Reports - Research
Descriptors: Early Intervention; Educational Diagnosis; Learning Disabilities; State Programs; Educational Policy; Government Role; Models; Program Administration; Program Implementation; Financial Support; Technical Assistance; Profiles; Networks; Training; College School Cooperation; Program Evaluation; Student Diversity; Regular and Special Education Relationship; Interviews; Data Collection
Abstract: Response to intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities. Contributing to the very limited literature on state-level approaches, this report describes how nine states define and support RTI at the state level. Despite the growing attention, little has been published on the state-level approach to RTI. This report expands the limited research base by providing descriptive information on state-level RTI policies and procedures in nine states: Arizona, Arkansas, California, Illinois, Nevada, New Mexico, Pennsylvania, Utah, and Washington. While the focus is on West Region states: (Arizona, California, Nevada, and Utah), RTI practices in five states outside the region (Arkansas, Illinois, New Mexico, Pennsylvania, and Washington) provide additional insights into state-level approaches to RTI. The study addresses the following research questions: (1) How is RTI defined in the nine study states, and how are RTI efforts supported at the state level? and (2) What considerations do state respondents report about developing state RTI policies and procedures, and how have their states addressed them? Four appendices are included: (1) Profiles of state approaches to response to intervention; (2) Data collection and study methods; (3) Interview protocol; and (4) Documentation review summary sheet. A list of 44 state-specific resources used in document review is also included. (Contains 4 tables, 10 notes, and 3 boxes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory West administered by WestEd.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. The School Psychologist's Role in Response to Intervention (RtI): Factors That Influence RtI Implementation (ED506402)
Yenni, Amanda; Hartman, Amie
Online Submission
2009-06-03
Reports - Research; Tests/Questionnaires
N/A
Descriptors: Research Needs; Prereferral Intervention; School Psychologists; Mental Health; Program Effectiveness; School Districts; School Psychology; Psychoeducational Methods; Predictor Variables; Program Implementation; Surveys; Counselor Attitudes; Counselor Training; Disabilities; Disability Identification; Formative Evaluation
Abstract: The purpose of this study was to determine if the actual implementation of Response to Intervention (RtI) was related to school psychologists' knowledge, district opportunities for RtI training within the school district, and school psychologists' attitudes toward RtI. The implementation and use of RtI was predicted to be dependent upon those variables. In this study, 247 school psychologists from Minnesota and Wisconsin were asked to complete a 32-item email survey pertaining to RtI. The results of the study showed that as school psychologists' knowledge of RtI increased, as district opportunities for RtI training increased, and when school psychologists' attitudes were positive, RtI was more often implemented. "The School Psychologist's Role of Response to Intervention (RtI): Factors That Influence RtI Implementation" Survey is appended. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. Policy Implications at the State and District Level with RtI for Gifted students (EJ849375)
Brown, Elissa F.; Abernethy, Sherry H.
Gifted Child Today, v32 n3 p52-57 Sum 2009
2009-00-00
Journal Articles; Reports - Descriptive
Descriptors: Academically Gifted; State Standards; Accountability; Leadership; Special Education; Teaching Methods; Intervention; Evaluation; Academic Achievement; Federal Legislation; Learning Disabilities
Abstract: As a field, gifted education does not endorse any one approach to serving students because of the range of student abilities and resulting concomitant diverse needs. Therefore, service delivery in gifted education is still heavily teacher dependent. Yet, many of the components of Response to Intervention (RtI) are employed in gifted education, albeit inconsistently, such as preassessment. Although some of the current gifted curricular and instructional models embed key components of RtI within them, they are not implemented in a coherent or strategic fashion and educational policies undergirding both RtI and effective practices in gifted education are scant. Unless RtI has leadership support and district and/or state policies, it will not be implemented with fidelity and will lose its potential as a framework for overall student achievement. Leadership and policies become the infrastructure for RtI to not only become operational but systemic. Therefore, a need exists to create state and local policies that allow for the congruence of RtI and gifted education. In the absence of federal laws or mandates governing gifted education, state and local policy are the cornerstone driving gifted education programming in school systems across the United States. The need for coherent policies in gifted education that address the components of RtI is an opportunity to bring a comprehensive perspective--one from special education, gifted education, and general education--to the table to create policies that address differentiation, tiered services, and teacher education from a common framework. As the use of state standards and accountability measures intensify, the gifted field will find it necessary to use policies as the base for creating an infrastructure to support student growth. The way people approach the practice of education is experiencing tidal waves. There are competing demands for limited resources. People can ill afford to operate on separate agendas if they want to address the need for developing optimal opportunities for their best learners. The essential question is how to embrace the betterment of all learners, including the gifted. As a result, considering a model such as RtI affords the field an opportunity to partner with regular education and special education in developing policies undergirded by research that are more dynamic and comprehensive in nature by merging and integrating the best of each field. Gifted learners and indeed all learners' educational futures depend upon it. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. High Schools Try out RTI (EJ826959)
Samuels, Christina A.
Education Week, v28 n19 p20-22 Jan 2009
2009-01-28
No
Descriptors: High Schools; Federal Legislation; Intelligence Quotient; Intervention; Academic Achievement; Secondary Schools; Evaluation; High School Students
Abstract: "Response to intervention" (RTI) as a model for boosting student achievement has taken off like wildfire. When it comes to research on how best to implement the process for students in middle and high school, though, the flame abruptly fizzles out. There's little RTI research that is specific to secondary schools, although it has been well studied at the elementary level. But many schools are forging ahead. In Colorado, spurred by a state law that promotes RTI--an instructional model that links lessons, or "interventions," of increasing intensity with frequent monitoring of student progress--they are taking on the challenge of making RTI work for older students. RTI is a model of instruction promoted in the regulations that accompanied the 2004 reauthorization of the federal Individuals with Disabilities Education Act. It is often represented by three tiers, which include different levels of instruction by intensity. Progress monitoring, usually with short assessments, is used to determine whether a student is responding to the interventions, or lessons. This article discusses the RTI and describes how it has shown promise in secondary schools according to educators, although the framework is more commonly used with younger students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. RtI for Nurturing Giftedness: Implications for the RtI School-Based Team (EJ849373)
Hughes, Claire E.; Rollins, Karen
Gifted Child Today, v32 n3 p31-39 Sum 2009
Descriptors: Academically Gifted; Special Education; Intervention; Academic Achievement; Evaluation; Socioeconomic Background; Professional Development; Parent Participation; Identification (Psychology)
Abstract: Because implementation of Response to Intervention (RtI) in the framework of special education's identification process still is relatively new, many districts are only now determining the implications at the school or system level. The concept of also identifying students who show promise in a nurturing framework, as opposed to a preventative framework, is even newer still. However, many of the school-level issues are similar. Teachers need to know (a) how to identify students for whom the standard curriculum is not appropriate for reasonable achievement growth, (b) how to find resources and provide differentiated activities, (c) what other alternatives are available if longer term issues are involved, (d) how to use data to make instructional decisions, and (e) how to collaborate effectively with other members of the educational community to meet the varied needs of students. These issues are the same whether the child is initially below the standard, grade-level curriculum or above it. The most critical difference between the RtI framework for special education identification purposes and for gifted education purposes is that the goal of remediation is to make children more similar to other children, whereas the goal of nurturing strengths is to make children more different. There will be "closing of the gap" in a remedial-based RtI Model if student strengths are ignored and the top is left to remain static while the lower achieving student grow and develop. However, in an RtI model, where there also is a strength-based emphasis, the gap between the lowest students and the highest students should expand if no cap is placed on student achievement. All students should have opportunities to make continual growth. At this time in educational history, RtI provides a means of making that happen. As education shifts in a way to allow struggling students to grow and develop, so must gifted students be allowed to develop and learn as well. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Diane P. Bryant and Manuel Barrera: Changing Roles for Educators within the Framework of Response-to-Intervention (EJ850786)
Bryant, Diane P.; Barrera, Manuel
Intervention in School and Clinic, v45 n1 p72-79 2009
Journal Articles; Opinion Papers
Descriptors: Student Needs; Intervention; General Education; Educational Objectives; Learning Disabilities; Outcomes of Education; Behavior Disorders; Special Education Teachers; Special Education; Regular and Special Education Relationship; Models; Best Practices; Interviews; Problem Solving; Individualized Education Programs
Abstract: "Response-to-Intervention" (RTI) refers to a framework for providing support to struggling learners in the general education setting. To date, RTI models have focused primarily on reading intervention and typically utilize a three-tier approach. RTI models are designed to provide high-quality instruction using evidence-based best practices, progress monitoring that is expected to reveal students' resistance to this high quality instruction, and an instructional scaffold that becomes more responsive to student needs as assessments indicate. Students who struggle even when the use of best practices has been documented and instruction has been adjusted to meet the students' needs over time may need more intensive instruction than general education can provide. Much the same as the push for inclusion necessitated that the role of special and general educators change to better meet the needs of students with disabilities in inclusive settings, the increase in use of RTI models will likely necessitate a change in how both special and general educators respond to the needs of struggling students before they are considered for special education services. Drs. Bryant and Barrera were asked to participate in this discussion because of their experience and expertise in the areas of special education and RTI models. Diane Pedrotty Bryant is a professor in the Learning Disabilities/Behavior Disorders program and a fellow in the Mollie Villeret Davis Professorship in Learning Disabilities in the Department of Special Education at the University of Texas at Austin. Manuel Barrera is a research associate at the National Center on Educational Outcomes (NCEO) at the University of Minnesota and incoming director for research at the Minnesota Minority Education Partnership. In their interview, Drs. Bryant and Barrera talk about how they see RTI as changing the role of the special education teacher and other issues concerning the use of RTI in the classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change (EJ838037)
Murawski, Wendy W.; Hughes, Claire E.
Preventing School Failure, v53 n4 p267-277 Sum 2009
Descriptors: Intervention; Learning Disabilities; Identification; Cooperation; Team Teaching; Regular and Special Education Relationship; Models; Instructional Effectiveness; At Risk Students; Educational Change; Educational Practices
Abstract: Response to intervention (RTI) is a new method of identifying students with learning disabilities. RTI's increasing implementation affects all teachers and students, in both general and special education. The authors provide educators with a practical understanding of what RTI may look like in the classroom and how co-teaching as an instructional service delivery model can make RTI more efficient, effective, and realistic. After introducing the RTI model and its role in supporting a paradigm shift for the identification of students with learning disabilities and the support of at-risk learners, the authors then highlight the important components of collaboration and review the key tenets of effective co-teaching. They provide specific examples to demonstrate how co-teaching and collaboration are critical to the systemic change required for schools interested in supporting an RTI model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Meeting the Needs of Gifted Students within an RtI Framework (EJ849371)
Coleman, Mary Ruth; Hughes, Claire E.
Gifted Child Today, v32 n3 p14-17 Sum 2009
Descriptors: Educational Needs; Early Intervention; Academically Gifted; Teaching Methods; Curriculum Development; Instructional Design; Student Needs; Student Evaluation; Screening Tests; Problem Solving; Parent Participation; Parent School Relationship
Abstract: Response to Intervention (RtI) is sweeping the country, changing the way children's educational needs are recognized and met. RtI was introduced through special education legislation as part of IDEA 2004 and offered an alternative approach for identifying students with learning disabilities (Bender & Shores, 2007). RtI is designed to bring together information about the child's strengths and needs with evidence-based instructional approaches that support the child's success. Key components of RtI include: (1) a tiered approach to supports and services; (2) early intervention prior to formal identification; (3) screening, assessments, and progress monitoring (dynamic assessments to determine the child's needs and to plan instruction); (4) the use of standard protocol interventions; and (5) collaborative problem-solving and planning for the child with the parents. This article explores what gifted education might look like within an RtI framework. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Assess. Instruct. Repeat. (EJ850557)
Demski, Jennifer
T.H.E. Journal, v36 n5 p30-36 May 2009
2009-05-01
Descriptors: Student Needs; Disabilities; Decision Making; Data; Intervention; Models; Educational Improvement; Special Education; Data Collection; Data Analysis; Evaluation; Educational Strategies
Abstract: Response to Intervention, or RTI, is a framework for using data to establish the nature and degree of the help a student needs, and then applying strategies targeting those areas. It is a carefully drawn, systematic form of data-driven decision-making that establishes multiple stages of interventions for varying degrees of problems. Though some schools carry the interventions out to four and even five tiers, RTI is generally implemented as a three-tiered approach, and illustrated as a segmented triangle with its broadest slice at the base, forming Tier 1, which consists of primary interventions that typically work for about 80 percent of students. Students who don't show improvement from Tier 1 interventions, or those whose initial screening data shows them to be at risk, are moved into Tier 2 to receive secondary interventions. If no improvement is shown, the student is moved to Tier 3, tertiary interventions, and referred for special education services, where intensive, specialized interventions occur. An important aspect of RTI is that all the interventions taken are research-based, having been shown to be effective for students with a particular area of need. RTI's reliance on data collection and analysis, however, could become yet another burden for faculty and staff. By adopting RTI database technology, districts can reap the benefits of the strategy without buckling under its data demands. The same multitiered RTI framework used for academic interventions has also been adopted by districts for positive behavioral interventions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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