Responsiveness to Intervention (RTI): How to Do It. [RTI Manual]
Saved in:
| Title: | Responsiveness to Intervention (RTI): How to Do It. [RTI Manual] |
|---|---|
| Language: | English |
| Authors: | Johnson, E., Mellard, D. F., Fuchs, D., McKnight, M. A. |
| Source: | National Research Center on Learning Disabilities. 2006. |
| Availability: | National Research Center on Learning Disabilities. J.R. Pearson Hall, 1122 West Campus Road Room 517, Lawrence, KS 66045-3101. Tel: 785-864-4780; e-mail: nrcld@ku.edu; Web site: http://www.nrcld.org |
| Peer Reviewed: | N |
| Page Count: | 188 |
| Publication Date: | 2006 |
| Sponsoring Agency: | Department of Education, Washington, DC. |
| Document Type: | Guides - Non-Classroom Reports - Evaluative |
| Descriptors: | Intervention, Learning Disabilities, Case Studies, Student Evaluation, Guides, Responses, Program Implementation, Evaluation Methods, Program Evaluation, Screening Tests, Delivery Systems |
| Abstract: | The National Research Center on Learning Disabilities (Lawrence, KS) prepared this manual as a tool for implementing Responsiveness to Intervention (RTI). The manual can help schools understand, design, and evaluate the RTI features that they will implement. This RTI Manual is based on current research regarding the features of RTI. While striving to present comprehensive coverage of the critical features of RTI, it also includes numerous resources for pursuing further information. RTI is defined as an assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data. The following is the fundamental question of RTI procedures: Under what conditions will a student successfully demonstrate a response to the curriculum? The goal of this manual is to help school think about implementing RTI in terms of manageable concrete steps. The RTI Manual includes the following sections: (1) School-Wide Screening; (2) Progress Monitoring; (3) Tiered Service Delivery; (4) Fidelity of Implementation; and (5) School Examples, Student Case Studies, and Research Examples. The first four sections of the RTI Manual follows a consistent format for presenting information and tools to implement RTI. They first present overviews, definitions, and features of the relevant RTI component to orient the reader to each RTI component and develop an understanding of its critical features and role within the larger system of RTI. Included in each component section is an evaluation tool outlining the features that currently define best practice. Next, a planning tool is provided that schools can use to determine specifics about implementing the essential tasks for each RTI component. Finally, the last section of this manual, "School Examples, Student Case Studies, and Research Examples," presents descriptions of how model sites identified through anNRCLD research study have implemented specific components of RTI, the resources required, and the challenges they faced. The section also describes longitudinal data from individual students who have received services under an RTI delivery model. It concludes with descriptions of research studies in which RTI models have been implemented. [This document was produced by the National Research Center on Learning Disabilities.] |
| Abstractor: | ERIC |
| Number of References: | 85 |
| Entry Date: | 2007 |
| Accession Number: | ED496979 |
| Database: | ERIC |
| Abstract: | The National Research Center on Learning Disabilities (Lawrence, KS) prepared this manual as a tool for implementing Responsiveness to Intervention (RTI). The manual can help schools understand, design, and evaluate the RTI features that they will implement. This RTI Manual is based on current research regarding the features of RTI. While striving to present comprehensive coverage of the critical features of RTI, it also includes numerous resources for pursuing further information. RTI is defined as an assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data. The following is the fundamental question of RTI procedures: Under what conditions will a student successfully demonstrate a response to the curriculum? The goal of this manual is to help school think about implementing RTI in terms of manageable concrete steps. The RTI Manual includes the following sections: (1) School-Wide Screening; (2) Progress Monitoring; (3) Tiered Service Delivery; (4) Fidelity of Implementation; and (5) School Examples, Student Case Studies, and Research Examples. The first four sections of the RTI Manual follows a consistent format for presenting information and tools to implement RTI. They first present overviews, definitions, and features of the relevant RTI component to orient the reader to each RTI component and develop an understanding of its critical features and role within the larger system of RTI. Included in each component section is an evaluation tool outlining the features that currently define best practice. Next, a planning tool is provided that schools can use to determine specifics about implementing the essential tasks for each RTI component. Finally, the last section of this manual, "School Examples, Student Case Studies, and Research Examples," presents descriptions of how model sites identified through anNRCLD research study have implemented specific components of RTI, the resources required, and the challenges they faced. The section also describes longitudinal data from individual students who have received services under an RTI delivery model. It concludes with descriptions of research studies in which RTI models have been implemented. [This document was produced by the National Research Center on Learning Disabilities.] |
|---|
