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Direct linkJoseph A. Hogan – Journal of Research in Special Educational Needs, 2025
The Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that…
Descriptors: Response to Intervention, Students with Disabilities, Learning Disabilities, Classification
Kari L. Sherwood; Matthew J. Smith; Mary A. Eldredge – Journal of Disability Policy Studies, 2024
This article examines current technology-aided instruction and intervention (TAII) available for autistic transition-age youth (TAY) in the United States and existing policies that may support or hinder the delivery of these interventions. Specifically, we focus on policies that might influence the delivery of TAII to autistic TAY. After a careful…
Descriptors: Students with Disabilities, College Bound Students, Autism Spectrum Disorders, Individualized Education Programs
Helen Ireton Weigand – ProQuest LLC, 2024
The state of Texas has been cited through the U.S. Department of Education under the Individuals with Disabilities Education Act (IDEA) as failing to identify students under the Child Find component of the law using Response to Intervention/Multi-Tiered System of Support (RtI/MTSS). The purpose of this basic qualitative study was to identify…
Descriptors: Teacher Attitudes, Program Implementation, Federal Legislation, Equal Education
Berkeley, Sheri; Scanlon, David; Bailey, Tessie R.; Sutton, Jason C.; Sacco, Donna M. – Journal of Learning Disabilities, 2020
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…
Descriptors: Response to Intervention, Positive Behavior Supports, Equal Education, Students with Disabilities
Linan-Thompson, Sylvia; Ortiz, Alba; Cavazos, Linda – School Psychology Review, 2022
Within a culturally and linguistically responsive (CLR) multitiered system of supports (MTSS) framework, effective policies, practices, and personnel ensure that resources and tools promote equity for all students. Observation data were analyzed to describe the implementation of two components of MTSS/RTI, assessment and data-based…
Descriptors: Multi Tiered Systems of Support, Response to Intervention, English Language Learners, Decision Making
Zirkel, Perry A. – Exceptional Children, 2018
This article provides a systematic and impartial analysis of the law, including hearing and review officer as well as judicial decisions, specific to the intersection of response to intervention (RTI) and school districts' ongoing affirmative obligation of child find. The results reveal that this intersection has not been the subject of…
Descriptors: Response to Intervention, School Districts, Program Implementation, Disabilities
Download full textFarkas, George – Policy Analysis for California Education, PACE, 2020
This brief examines California's Multi-Tiered System of Supports (MTSS), which is a framework designed to identify and assist students performing below grade level. MTSS involves at least three tiers of support; Tier 2 includes personalized assistance. Unfortunately, Tier 2 services are not adequately resourced so it is not surprising that…
Descriptors: Achievement Gap, Intervention, Response to Intervention, Resource Allocation
Schumacher, Robin F.; Zumeta Edmonds, Rebecca; Arden, Sarah V. – Learning Disabilities Research & Practice, 2017
Promising findings from controlled research studies often fail to be transferred to and implemented in schools successfully. This problem is particularly apparent when considering implementation of evidence-based practices related to complex systems such as response to intervention (RTI) and other multitiered intervention frameworks in…
Descriptors: Mathematics Instruction, Response to Intervention, Evidence Based Practice, Learning Disabilities
Hawes, Kathryn; Johnson, Amy; Duina, Angela Atkinson – Center for Education Policy, Applied Research, and Evaluation, 2020
In response to requirements of the federal Individuals with Disabilities Education Act (IDEA), Maine enacted a rule requiring all schools to have a multi-tiered system of supports (MTSS) in place by 2012 for a general education, pre-referral system of student support. The purpose of this system, generally termed Response to Intervention (RtI) by…
Descriptors: Response to Intervention, Positive Behavior Supports, Students with Disabilities, Equal Education
DeMatthews, David E.; Knight, David S. – Education Policy Analysis Archives, 2019
State accountability systems have been a primary school reform initiative in the US for the past 20 years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS), which included an accountability indicator focused on the percentage of…
Descriptors: Disabilities, Accountability, Eligibility, Program Implementation
Johnson, Amy; Hutchins, Benjamin – Center for Education Policy, Applied Research, and Evaluation, 2019
As a response to the 2004 Individuals with Disabilities Education Act (IDEA) federal statute, Maine enacted a rule requiring all schools to provide additional support to students who are not on track for meeting state learning standards beginning in 2012. One intent of the requirement was to improve student achievement, and another was to reduce…
Descriptors: Program Implementation, Response to Intervention, Disabilities, Educational Legislation
Savitz, Rachelle Sarah; Allington, Richard L.; Wilkins, Julia – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2018
This article reports an analysis of RTI information provided on the websites of all 50 State Departments of Education, based on the assumption that school districts rely on this information when developing their RTI programs. Our analysis revealed little consistency in (a) the methods used to identify students to be served in RTI interventions,…
Descriptors: Response to Intervention, State Departments of Education, School Districts, Educational Policy
Williams, Sean Michael – ProQuest LLC, 2014
The reauthorization of the Individuals with Disabilities Education Act (IDEA) of 2004 spurred sweeping changes in how special education students are identified in the United States. IDEA encourages instructional models that are research-based, and emphasizes the analysis of student progress data prior to special education identification. Response…
Descriptors: Principals, Administrator Role, Response to Intervention, Disabilities
North Dakota Department of Public Instruction, 2018
The purposes of "Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings" are to: (1) Update previous guidance on serving students with specific learning disabilities (SLD); (2) Provide guidance on the implementation with fidelity of the Response to Intervention (RTI) models as well as the discrepancy…
Descriptors: Learning Disabilities, Student Needs, Individualized Education Programs, Inclusion
Turse, Kimberly Ann; Albrecht, Susan Fread – Preventing School Failure, 2015
The change in allowing school districts to use the more prevalent discrepancy model or the new addition of response to intervention to determine whether a disability is present has sparked discussion among educators. As districts decide which method to use, it is important to base decisions on factual and researched information. The authors hope…
Descriptors: Response to Intervention, School Districts, Models, Program Descriptions
