The purpose of this study was to examine teachers' perceptions of their Response to Intervention (RTI) skills as they relate to assessment, instruction, and intervention. "The Perceptions of RTI Skills Survey" was distributed to 138 elementary general education teachers in ten elementary schools in six rural school districts, and ninety…

Nationally approximately 40 percent of third grade students do not read at grade level. Principals play a critical role in providing leadership in the implementation of Response to Intervention (RtI) to ensure that students not making adequate yearly progress receive targeted instruction to address their deficiencies. The purpose of this study is…

The purpose of this study was to determine the relationship between professional learning community (PLC) factors, components of an implementation of response to intervention (RTI) and student learning in mathematics at the middle and high school level. This study was designed to answer three questions: Is there a correlation between PLC…

Children enter kindergarten with variable levels of mathematics skill and knowledge gained from informal learning opportunities at home, preschool, and daycare. Many perform well once they receive formal mathematics instruction. However, if students do not develop an initial understanding of the most basic aspects of formal mathematics, they are…

Several recent documents and presentations, most but not all from the British Columbia (BC) Ministry of Education, suggest that considerable changes are being floated as options for redesigning inclusive educational approaches in the BC K-12 public education system. The documents include: (1) "The BC Education Plan"; (2) "Global…

The authors explore the practice of incorporating graphic novels in a Tier 2 Response To Intervention (RTI) program for five elementary-aged struggling readers in an urban school. Using a formative experiment framework, the study found that graphic novels provided a vehicle for the application of word recognition and fluency strategies learned in…

The purpose of this study was to determine if English Language Learner (ELL) reading achievement scores could be related to the group's participation in Response to Intervention (RTI). RTI addresses the challenges many public schools face as they seek the best methods for teaching reading and language while facing a nationally significant…

The reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 set in motion the movement away from the typical Referral/IQ Discrepancy Model of Exceptional Student Education identification toward the Response to Intervention (RtI) model for the identification of students with reading-related learning disabilities. This…

The most recent reauthorization of the Individual's with Disabilities Education Improvement Act (IDEA, 2004) allows for the expansion of occupational therapy's role in school-based practice to include students who have not been identified for special education through early intervening services such as response to intervention (RtI).…

The use of oral reading fluency (ORF) passages within a Response to Intervention (RTI) framework is examined. Significant limitations within the current ORF research are discussed. The passage equivalency and readability scores for DIBELS Next, AIMSweb, and a school district's curriculum's ORF passages are evaluated using Generalizability Theory…

Curriculum-based measurement is commonly used within a response-to-intervention framework to assess the effectiveness of intervention and to triage students into intervention tiers (e.g., the lowest 10% receive a Tier 3 intervention, and those in the 11th to 25th percentiles receive a Tier 2 intervention). We conducted a meta-analysis of 18…

Successful inclusion of students with autism spectrum disorder (ASD) in general education classrooms can be challenging and may require additional supports. This article provides information on recent trends in autism intervention research and a review of research that has addressed individualized and systemic interventions for promoting…

This study examined the predictive validity of combinations of progress-monitoring measures: (a) curriculum-embedded phonemic awareness and alphabetic/decoding measures, and (b) Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) nonsense word fluency and phoneme segmentation fluency on reading outcomes of…

Intervention is a central tenet of the various (multitiered) approaches used to implement Response to Intervention (RTI). It appears in Tier 1 core instruction in the form of differentiation, in Tier 2 in the form of supplemental small groups, and in Tier 3 and 4 instruction in the form of more intensive, often individualized support from…

The author's purpose for this article is to examine the use of the Response to Intervention (RtI) framework to meet the needs of a continuum of learners, from those who most struggle to those in need of advanced educational opportunities. Through classroom observations, teacher interviews, and dialogue with the site-based Problem-Solving Team,…