Systems Change

Evaluating a Student’s ‘Non-Responder’ Status: An RTI Checklist

When a school attempts to determine whether a particular general-education student has responded adequately to an academic RTI plan, it must conduct a kind of ‘intervention audit’—reviewing documen

References

  • Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York. 
  • Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.
  • Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186.
  • Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp. 244-251). New York: Springer Publishing.
  • Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press.
  • Howell, K. W., Hosp, J. L., & Kurns, S. (2008). Best practices in curriculum-based evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.349-362). Bethesda, MD: National Association of School Psychologists.
  • Roach, A. T., & Elliott, S. N. (2008). Best practices in facilitating and evaluating intervention integrity. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.195-208).
  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

Expanding Staff Skills Under RTI: Interventionist, Consultant, Data Analyst

Most schools must rely on the capacity of their existing staff as they implement Response to Intervention.

Reaching a Positive ‘RTI Tipping Point’: Tips for Schools

Districts implementing Response to Intervention are discovering that the RTI model is complex and contains a large number of interlinked components.

 

References

  • Axiom. (2010, June 9). In Wikipedia, The Free Encyclopedia. Retrieved June 13, 2010, from http://en.wikipedia.org/w/index.php?title=Axiom&oldid=366932930
  • Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.
  • Gladwell,  M. (2000). The tipping point: How little things can make a big difference. New York: Little, Brown and Company.
  • Glover, T. A., & DiPerna, J. C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, 36, 526-540.
  • Hosp, J. L. (2008). Best practices in aligning academic assessment with instruction. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.363-376). Bethesda, MD: National Association of School Psychologists.
  • Howell, K. W., Hosp, J. L., & Kurns, S. (2008). Best practices in curriculum-based evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.349-362). Bethesda, MD: National Association of School Psychologists.
  • Martens, B. K. (1993). A case against magical thinking in school-based intervention. Journal of Educational and Psychological Consultation, 4(2), 185-189.
  • McDougal, J. L., Graney, S. B., Wright, J. A., & Ardoin, S. P. (2009). RTI in practice: A practical guide to implementing effective evidence-based interventions in your school. New York: John Wiley & Sons.
  • Tipping point (sociology). (2010, May 24). In Wikipedia, The Free Encyclopedia. Retrieved 16:53, June 13, 2010, from http://en.wikipedia.org/w/index.php?title=Tipping_point_(sociology)&oldid=363959671

Engaging the Reluctant Teacher: 7 Reasons Why Instructors May Resist Implementing Classroom RTI Interventions

The willingness of teachers to implement interventions is essential in any school to the success of the RTI model.

References

  • Fisher, D. (2007). Creating a schoolwide vocabulary initiative in an urban high school. Journal of Education for Students Placed at Risk, 12, 337-351.
  • Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
  • Martens, B. K. (1993). A case against magical thinking in school-based intervention. Journal of Educational and Psychological Consultation, 4(2), 185-189.
  • Walker, H. M. (2004). Use of evidence-based interventions in schools: Where we've been, where we are, and where we need to go. School Psychology Review, 33, 398-407.

The RTI Leadership Team: A District Vehicle for Oversight and Planning

Schools should expect that RTI will take several years to fully implement (Burns & Riley-Tillman, 2009), that this initiative will include a sizable number of components, and that it will imp

References

  • Burns, M., & Riley-Tillman, T. C. (2009). Response to intervention and eligibility decisions: We need to wait to succeed. NASP Communique, 38(1), pp. 1, 10, 11.
  • McDougal, J. L., Graney, S. B., Wright, J. A., & Ardoin, S. P. (2009). RTI in practice: A practical guide to implementing effective evidence-based interventions in your school. New York: John Wiley & Sons.

Promoting Teacher Understanding About RTI

Teacher support is crucial for the success of the RTI model.

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