A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story
Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state educa...
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| Published in | Journal of learning disabilities Vol. 53; no. 5; pp. 332 - 342 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.09.2020
SAGE Publications and Hammill Institute on Disabilities SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated “snapshot” of states’ interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed. |
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| AbstractList | Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated "snapshot" of states' interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed. Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated "snapshot" of states' interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed.Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated "snapshot" of states' interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed. |
| Author | Scanlon, David Berkeley, Sheri Sutton, Jason C. Bailey, Tessie R. Sacco, Donna M. |
| Author_xml | – sequence: 1 givenname: Sheri surname: Berkeley fullname: Berkeley, Sheri – sequence: 2 givenname: David surname: Scanlon fullname: Scanlon, David – sequence: 3 givenname: Tessie R. surname: Bailey fullname: Bailey, Tessie R. – sequence: 4 givenname: Jason C. surname: Sutton fullname: Sutton, Jason C. – sequence: 5 givenname: Donna M. surname: Sacco fullname: Sacco, Donna M. |
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University of South Florida, Louis de la Parte Florida Mental Health Institute – ident: bibr40-0022219420915867 – ident: bibr33-0022219420915867 doi: 10.1080/00131725.2010.528552 – ident: bibr51-0022219420915867 doi: 10.1177/0731948715580437 – ident: bibr26-0022219420915867 doi: 10.1177/001440291007600304 – ident: bibr39-0022219420915867 – ident: bibr46-0022219420915867 – ident: bibr5-0022219420915867 – ident: bibr45-0022219420915867 doi: 10.1080/00094056.2017.1343593 – ident: bibr8-0022219420915867 doi: 10.1177/105268461402400201 – ident: bibr9-0022219420915867 doi: 10.2307/1593671 – ident: bibr23-0022219420915867 doi: 10.1111/j.1750-8606.2008.00072.x – ident: bibr28-0022219420915867 – ident: bibr63-0022219420915867 doi: 10.1177/0731948717710778 – ident: bibr2-0022219420915867 doi: 10.1007/s11881-018-00171-5 – ident: bibr34-0022219420915867 doi: 10.1177/1049732305276687 – ident: bibr57-0022219420915867 – year: 2009 ident: bibr24-0022219420915867 publication-title: How to design and evaluate research in education – year: 2014 ident: bibr56-0022219420915867 publication-title: South Dakota Multi-tiered System of Supports – ident: bibr7-0022219420915867 doi: 10.1177/0022219408326214 – ident: bibr35-0022219420915867 doi: 10.18666/LDMJ-2016-V21-I2-7722 – ident: bibr58-0022219420915867 doi: 10.1177/0022219410378447 – ident: bibr61-0022219420915867 – ident: bibr29-0022219420915867 doi: 10.1598/RRQ.41.1.5 – ident: bibr30-0022219420915867 doi: 10.1177/0014402917692847 – ident: bibr10-0022219420915867 doi: 10.1177/001440291007600307 – ident: bibr49-0022219420915867 – ident: bibr36-0022219420915867 doi: 10.1007/s40688-015-0081-7 – ident: bibr6-0022219420915867 – ident: bibr3-0022219420915867 doi: 10.1177/0731948714525622 – ident: bibr52-0022219420915867 doi: 10.1037/a0016158 – ident: bibr27-0022219420915867 doi: 10.1177/0022219412442150 – ident: bibr37-0022219420915867 – ident: bibr48-0022219420915867 – year: 2017 ident: bibr31-0022219420915867 publication-title: What is the evidence base to support reading interventions for improving student outcomes in grades 1–3? – ident: bibr59-0022219420915867 – ident: bibr62-0022219420915867 doi: 10.1080/09362835.2010.491741 – ident: bibr32-0022219420915867 doi: 10.1177/073194871003300310 – ident: bibr55-0022219420915867 doi: 10.1177/0022219410374236 – ident: bibr14-0022219420915867 doi: 10.1111/ldrp.12188 – year: 2005 ident: bibr22-0022219420915867 publication-title: Implementation research: A synthesis of the literature [FMHI Publication #231]. 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| Snippet | Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and... |
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| SubjectTerms | Alignment (Education) Education policy Educational Legislation Equal Education Federal Legislation Implementation Learning Disabilities Positive Behavior Supports Prevention Program Implementation Regulation Response to Intervention Special Education State Departments of Education Students with Disabilities Systematic review Websites |
| Title | A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story |
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