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National Implementation of Response to Intervention (RTI): Research Summary |
| Summary: | The current national trend in today’s schools is to meet the needs of struggling and at-risk learners through the implementation of multi-tiered response to intervention models. This research sought to better understand the national perspective of RTI by investigating the level of emphasis of current and projected state-wide efforts for implementing RTI from the perspectives of special education state department directors in all 50 states and the District of Columbia. An 86% response rate was obtained and every state indicated some emphasis on RTI either in current practice or in development. Statewide training efforts are underway in 90% of the states primarily emphasizing an overview of RTI, progress monitoring and the use of data-driven decision-making. The areas receiving less training emphasis include culturally responsive RTI and roles of educators in implementing response to intervention. Over one-third of the states indicated that they plan to use RTI, in part, as a replacement or supplement to the learning disability discrepancy model. In addition, most states indicated that they are or plan to use a combined problem solving- standard treatment protocol model for making multi-tiered RTI decisions. Suggestions for additional research are also provided. Data were gathered during the spring and summer, 2007. | | URL: | http://www.nasdse.org/Portals/0/NationalImplementationofRTI-ResearchSummary.pdf | | Grade Level: | Elementary School, High School, Middle School | | Reform Elements: | RTI, Restructuring |
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