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Direct linkAntaya, Adrien – ProQuest LLC, 2018
According to Every Student Succeeds Act of 2015 (ESSA), schools must adopt an academic and behavior intervention program in order to meet the different academic and behavioral needs of K-12 students. Educational leaders may choose to integrate Computer Based Decision Support Systems (CDSSs) into the intervention program to assist with progress…
Descriptors: Intervention, Progress Monitoring, Educational Technology, Attitudes
Peer reviewedCommunication Disorders Quarterly, 2014
In February, 2013, the Division of Early Childhood, the National Association for the Education of Young Children, and the National Head Start Association released a collaborative paper to provide clarification and assistance regarding the relationship of response to intervention (RTI) with the field of early childhood (EC). In addition to…
Descriptors: Response to Intervention, Early Childhood Education, Elementary Secondary Education, Misconceptions
Kilgus, Stephen P.; Collier-Meek, Melissa A.; Johnson, Austin H.; Jaffery, Rose – Contemporary School Psychology, 2014
School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to…
Descriptors: Response to Intervention, Decision Making Skills, Decision Making, Predictor Variables
Download full textDawkins, Shardae – Tennessee Department of Education, 2014
Starting in 2014-15, districts across the state of Tennessee must implement a Response to Instruction and Intervention (RTI[superscript 2]) plan. RTI[superscript 2] is an instructional framework which provides ongoing monitoring of student performance and progress through the use of universal student screeners and interventions targeted at…
Descriptors: Response to Intervention, Program Implementation, School Districts, Knowledge Level
King, Seth A.; Lemons, Christopher J. – Learning Disabilities: A Multidisciplinary Journal, 2014
Although increasingly implemented in elementary and secondary education settings, research provides limited insight into practitioners' knowledge of Response-to-Intervention (RTI) at the secondary level. This paper presents descriptive findings from an exploratory survey of teachers that assessed the relationship between the grade level of…
Descriptors: Response to Intervention, Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers
New Mexico Public Education Department, 2014
This manual details the instructional framework and guidance on the Response to Intervention (RtI) process in New Mexico. The manual includes: (1) a section on each of the three instructional tiers; (2) a glossary of key terms; (3) sample forms to assist with the Student Assistance Team (SAT) process; and (4) key resources for teachers.
Descriptors: Response to Intervention, Individualized Instruction, Positive Behavior Supports, Screening Tests
Luckner, John; Pierce, Corey – Deafness and Education International, 2013
Students who are deaf or hard of hearing are increasingly being educated in regular education classrooms along with their typical hearing peers. Establishing educational environments that address their unique needs is essential for their success. Response to intervention (RtI), as it is being implemented in the United States, provides a framework…
Descriptors: Response to Intervention, Deafness, Partial Hearing, Program Descriptions
National Research Center on Learning Disabilities, 2007
One of the hallmark changes in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), which was signed into law in December 2004, allows for the use of special education funds (Part B) for at-risk students. These are students who may need additional academic or behavioral support but who do not qualify for special…
Descriptors: Disabilities, At Risk Students, Special Education, Response to Intervention
