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Lopuch, Jeremy – Insights into Learning Disabilities, 2018
Response to Intervention (RTI) is a complex initiative which requires the ongoing support and communication of multiple stakeholders (e.g., teachers, administrators, support staff). The purpose of this paper is to examine RTI and direct application of the framework with public school practitioners. The paper is separated into several sections.…
Descriptors: Instructional Effectiveness, Response to Intervention, Academic Achievement, At Risk Students
Adlof, Suzanne M. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different…
Descriptors: Reading Achievement, Reading Comprehension, Academic Achievement, At Risk Students
Common Progress Monitoring Omissions: Reporting Information to Parents. Progress Monitoring Brief #4
National Center on Response to Intervention, 2013
Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…
Descriptors: Progress Monitoring, Parents, Response to Intervention, Academic Achievement
Bernhardt, Victoria L.; Hébert, Connie L. – Routledge, Taylor & Francis Group, 2017
Experts Bernhardt and Hébert's latest book demonstrates strategies to ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every…
Descriptors: Response to Intervention, Educational Improvement, Program Implementation, Planning
National Center on Response to Intervention, 2013
Progress monitoring assessment is one of the four essential components of Response to Intervention (RTI), as defined by the National Center on Response to Intervention (NCRTI). Progress monitoring data allow teachers to evaluate the academic performance of students over time, quantify rates of improvement or responsiveness to instruction, and…
Descriptors: Progress Monitoring, Graphs, Curriculum Based Assessment, Decision Making
Cowan, Carolina; Maxwell, Gerri – Journal of Instructional Pedagogies, 2015
The Response to Intervention Framework has created a change in the paradigm of the educational system where educators must pursue other avenues before embarking on testing and labeling a child. The Response to Intervention initiative has provided educators with a research based framework that can be implemented at all levels of schooling. There…
Descriptors: Program Implementation, Teacher Attitudes, Academic Achievement, Correlation
Christ, Theodore J.; Monaghen, Barbara D.; Zopluoglu, Cengiz; Van Norman, Ethan R. – Assessment for Effective Intervention, 2013
Curriculum-based measurement of oral reading (CBM-R) is used to index the level and rate of student growth across the academic year. The method is frequently used to set student goals and monitor student progress. This study examined the diagnostic accuracy and quality of growth estimates derived from pre-post measurement using CBM-R data. A…
Descriptors: Accuracy, Teaching Methods, Computation, Methods
National Center on Response to Intervention, 2013
Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…
Descriptors: Program Implementation, Response to Intervention, Progress Monitoring, Academic Achievement
Iowa Department of Education, 2011
The purpose of this document is to provide an overview of Response to Intervention (RtI), including essential components. Iowa's RtI document is designed to provide the state with common language and understanding of RtI, why RtI is important for improving student results, general timelines for implementation and answers to Frequently Asked…
Descriptors: Response to Intervention, Decision Making, Data, Program Implementation
Watson, Gina D.; Bellon-Harn, Monica L. – Intervention in School and Clinic, 2014
Tier 2 supplemental instruction within a response to intervention framework provides a unique opportunity for developing partnerships between speech-language pathologists and classroom teachers. Speech-language pathologists may participate in Tier 2 instruction via a consultative or collaborative service delivery model depending on district needs.…
Descriptors: Response to Intervention, Allied Health Personnel, Speech Language Pathology, Cooperation
Vannest, Kimberly J.; Soares, Denise A.; Smith, Stacey L.; Williams, Lauren E. – TEACHING Exceptional Children, 2012
Progress monitoring provides teachers with frequent, reliable data on student improvement in academic skills. However, valid and reliable progress monitoring probes are primarily available just for reading fluency, comprehension, spelling, and math. Because the instruction of students with disabilities in science occurs primarily in general…
Descriptors: Student Improvement, Teaching Methods, Reading Fluency, Science Education
Mulholland, Stephanie L. – ProQuest LLC, 2013
The intersection of No Child Left Behind (2002) and the reauthorization of the Individuals with Disabilities Education Act (2004) made it necessary for educators to examine achievement trends within their schools and implement a Response to Intervention (RTI) program. This study examines the achievement trends in one school district since its…
Descriptors: Response to Intervention, Program Effectiveness, Program Implementation, Progress Monitoring
Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat – Education Endowment Foundation, 2014
Response to Intervention (RTI) is a targeted programme that uses a tiered approach to identify the needs of low achieving pupils. The approach begins with whole class teaching (Tier 1), followed by small group tuition (Tier 2) for those who need more attention, and one to one tutoring (Tier 3) for those who do not respond to the small group…
Descriptors: Response to Intervention, Program Evaluation, Elementary School Students, Grade 5
Fisher, Douglas; Frey, Nancy – Journal of Learning Disabilities, 2013
This case study chronicles the efforts of a small high school over a 2-year period as it designed and implemented a response to intervention (RTI) program for students at the school. Their efforts were largely successful, with improved achievement, attendance, and grade point averages and a decrease in special education referrals. Major themes…
Descriptors: Response to Intervention, High Schools, High School Students, Secondary School Teachers
Valadez, Frances E. – ProQuest LLC, 2012
The purpose of this case study was to demonstrate the influence of Tier 1 of Response to Intervention and Instruction (RtI[superscript 2]) and instructional coaching on teachers' instruction and on students' and English Language Learners' (ELL) learning. Research was conducted in one large urban elementary school. The unit of study…
Descriptors: Response to Intervention, Case Studies, Coaching (Performance), Elementary School Teachers
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