Assessing Student Response to Intervention

Olson, Stephanie C.; Daly, Edward J.; Andersen, Melissa N.; Turner, April; LeClair, Courtney

doi:10.1007/978-0-387-49053-3_9

Cited by 6 publications

(1 citation statement)

References 29 publications

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“…One goal of RTI is to help educators be responsive to needs by validating intervention effectiveness or identifying need for intervention modification (Olson, Daly, Andersen, Turner, & LeClair, 2007). Thus, an aimline approach might be appropriate for instructional decisions such as determining if the intervention is working or if a new one should be attempted.…”

Section: Discussionmentioning

confidence: 99%

Reliability of Decision-Making Frameworks for Response to Intervention for Reading

Burns

Scholin

Kosciolek

et al. 2010

Journal of Psychoeducational Assessment

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The current study examines the consistency of two response-to-intervention (RTI) decision-making models. Weekly progress monitoring data for 30 students participating in a Tier II intervention were collected for 30 weeks. The data were examined by comparing them to an aimline with a yearly goal and by computing a dual discrepancy (DD) using numerical slope and postintervention reading level. A κ coefficient was computed between the two models regarding student growth using three categorical decisions of making sufficient progress, not making sufficient progress, and exceeding expected progress. The resulting coefficient of .29 represents fair agreement. Data were also assigned to one of two sets in an every-other order, with resulting new aimlines and new DDs. The consistency between the two sets of data resulted in coefficients of κ = .29 for aimline and κ = .58 for DD. Finally, the standard error of measurement for the baseline data point affected the decision made (κ = .13) for aimline but not for DD (κ = .93). Implications for research, practice, and special education decision making are included.

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Section: Discussionmentioning

confidence: 99%

Reliability of Decision-Making Frameworks for Response to Intervention for Reading

Burns

Scholin

Kosciolek

et al. 2010

Journal of Psychoeducational Assessment

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Fidelity of implementation framework: A critical need for response to intervention models

Keller‐Margulis

2012

Psychology in the Schools

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Response to Intervention (RtI) has gained increased attention with the reauthorization of the Individuals with Disabilities Education Improvement Act. Since RtI was introduced at the policy level as a mechanism for use in the learning disability identification process, much of the implementation work has focused on this application. School-based implementation of RtI has occurred quickly in response to federal legislation, with little focus on fidelity. Regular and consistent monitoring of implementation fidelity can provide the data required to improve implementation and student performance. This discussion will include a brief review of the literature regarding implementation fidelity and then provide a framework for designing a fidelity system for RtI models. Further systematic research in this area is needed to support the RtI implementation that is currently under way in schools across the country. C 2012 Wiley Periodicals, Inc.

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Handbook of Response to Intervention

Jimerson¹,

Burns²,

VanDerHeyden³

2007

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Assessing Student Response to Intervention

Cited by 6 publications

References 29 publications

Reliability of Decision-Making Frameworks for Response to Intervention for Reading

Reliability of Decision-Making Frameworks for Response to Intervention for Reading

Fidelity of implementation framework: A critical need for response to intervention models

Handbook of Response to Intervention

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