ERIC Number: EJ814269
Record Type: Journal
Publication Date: 2008
Reference Count: 31
Succeed with a Response-to-Intervention Model
Reutebuch, Colleen K.
Intervention in School and Clinic, v44 n2 p126-128 2008
Response to intervention (RTI) is a framework for providing high-quality instruction and intervention matched to students' individual needs. It includes the practice of frequent progress monitoring and use of data to make educational decisions about instructional and grouping practices as well as the duration, frequency, and amount of time allotted for interventions. The goal of RTI is to prevent academic and behavioral problems and assist in identifying students with specific learning disabilities (SLD). It focuses on improving outcomes in both general and special education through the use of procedures with a strong scientific base used for decision making, and aligns legislation such as the Individuals with Disabilities Education Improvement Act and the No Child Left Behind Act. Although there are many RTI models, federal regulations allow state and local education agencies to implement the model that they determine is appropriate. Stakeholders in RTI endeavors, namely, educators and intervention providers, can ensure instructional practices are assessment driven, differentiated, targeted, and specific, thus allowing for the proper identification and appropriate instruction and behavioral supports for students who truly need them. This article presents some guidelines to support the success of RTI.
Descriptors: Intervention, Federal Legislation, Learning Disabilities, School Districts, Teaching Methods, Educational Legislation, Academic Achievement, Behavior Problems, Disability Identification, Outcomes of Education, Outcomes of Treatment, Models, Student Needs
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Intermediate Grades; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001