Smart RTI: A Next-Generation Approach to Multilevel Prevention

Fuchs, Douglas; Compton, Donald L.

doi:10.1177/001440291207800301

Cited by 269 publications

(235 citation statements)

References 29 publications

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“…Diagnostic assessment about specific student needs to adjust intervention accordingly RTI response to intervention With the widespread adoption of RTI came the implementation of some practices that had not been empirically validated. These practices included one-stage screenings to determine academic risk and the prerequisite that all students must show inadequate response to tier 1 and 2 instruction before being allowed to participate in tier 3 intensive interventions or special education services (Fuchs et al 2012). Recent research on RTI's multi-tiered system of support indicates multi-stage screenings that may help educators reduce unnecessary tier 2 interventions for some students and provide other students intensive tier 3 intervention without waiting for them to fail in tier 2 (Fuchs et al 2012).…”

Section: Tiers Of Service Deliverymentioning

confidence: 99%

Learning Disabilities/Special Education

Hosp

Huddle

Ford

et al. 2015

Handbook of Response to Intervention

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Special education has a long tradition of valuing a continuum of placements and services to meet individual students' needs (Deno 1970). The alignment with response to intervention (RTI) and the provision of evidence-based intervention is strong. In this chapter, we discuss the research base and characteristics of RTI as they relate to students with learning disabilities (LD) and special education services in general. We discuss RTI as both a system of educational service delivery as well as a method for determining eligibility for special education services as a student with LD. Both definitions and approaches are important to examining the intersection of RTI and special education and there is a good amount of overlap.The authors begin this chapter with definitions of some of the key terms that are important to the treatment of the topic throughout the rest of the chapter. Next, the research base in relation to some key components of RTI and how they link to the needs of students with LD and the provision of special education services are presented. These include (a) eligibility and exit determinations, (b) tiered delivery of services, (c) evidencebased practices (EBPs), (d) universal screening, and (e) progress monitoring. Finally, some directions for future research in this area that are derived from prior research and gaps therein as well as implications of the current research base for the implementation of RTI are provided. Definitions• Aptitude-achievement discrepancy: A method for identifying students with LD. It includes comparing a student's performance on a standardized, norm-referenced achievement test to a test of cognitive ability. A student is determined to have a LD if his/her achievement score is less than would be predicted given his/her cognitive ability. The RTI framework can be used as an alternative method for identifying students with LD.• Child Find: A federal mandate that requires school districts to locate, identify, and evaluate children with disabilities, from birth to age 21, to ensure provision of a free and appropriate public education through special education and/or related services.• Curriculum-based measurement (CBM): A measurement system which uses instruments and metrics highly associated with the curriculum a student is expected to learn. Thus, little inference is required regarding the determination of students' skill level.• Evidence-based practices (EBPs): Instructional practices that are supported by high-

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Section: Tiers Of Service Deliverymentioning

confidence: 99%

Learning Disabilities/Special Education

Hosp

Huddle

Ford

et al. 2015

Handbook of Response to Intervention

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“…This analysis suggests that the success of RF may account for at least some of the reduction in students with SLD. Fuchs, Fuchs, and Compton (2012) argued that the purpose of RTI is "not to prevent special education placement," but to prevent "inadequate academic performance" and its "lifelimiting sequelae" (p. 270). In this sense, RTI shares with RF an emphasis on early intervention and intent to mitigate learning difficulties, in this case through increasingly intensive levels of support.…”

Section: Service Deliverymentioning

confidence: 99%

“…Although no single model is recognized as a standard, all entail demanding new roles for classroom teachers and SETs (Brownell, Sindelar, Kiely, & Danielson, 2010;Fuchs et al, 2012). Demand for SETs may be influenced by such role changes.…”

Section: Service Deliverymentioning

confidence: 99%

Variability in Demand for Special Education Teachers: Indicators, Explanations, and Impacts

et al. 2013

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After decades of growth, the number of special education teachers (SETs) has begun to decline. In 2009, U.S. schools employed 13% fewer SETs than in 2006. The number of annual new hires of SETs also dropped dramatically in some states. The onset of these declines predated the economic downturn of 2008 and resulted in part from a steady decline since 2005 in the number of students with disabilities (SWD) served. We consider factors that may be contributing to declining demand for SETs, among them the number of SWD, service delivery, the economic downturn, and present supporting evidence. We also consider the potential impact of reduced demand on SET supply, teacher education, equitable distribution of teachers, and, most importantly, outcomes for SWD. We call for vigilance and monitoring of SET employment data to assure that all students receive the appropriate education to which they are entitled. In press: Exceptionality 1 The first five authors are listed alphabetically to reflect equal contributions to the paper. VARIABILITY IN DEMAND 1 AbstractAfter decades of growth, the number of special education teachers (SETs) has begun to decline.

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“…Failure to address teachers' concerns may result in problems related to implementation, including resistance to the initiative (Werts, Wolery, Snyder & Caldwell, 1996). Teacher opinions and perceptions are a source of data that facilitate successful implementation of initiative (DarlingHammond, 1997;Fuchs, Fuchs & Compton, 2012;Jenkins, Schiller, Blackorby, Thayer & Tilly, 2013). Vygotsky's (1934Vygotsky's ( /1978 socio-cultural theory supports the research questions of this qualitative research study and the utilization of a tiered framework of instruction as a means to decrease the number of students with debilitating gaps in their learning and to increase student achievement.…”

Section: Resultsmentioning

confidence: 99%

“…Teacher opinions and perceptions are a source of data that facilitate successful implementation of initiatives (Darling-Hammond, 1997;D. Fuchs, Fuchs, Compton, 2012;Jenkins, Schiller, Blackorby, Thayer & Tilly, 2013).…”

Section: Relating the Discussion To Audiencesmentioning

confidence: 99%

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

Maniglia¹

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In this qualitative case study the researcher examined educators' perceptions of an RTI/MTSS model of instruction and how staff perceptions relate to fidelity of implementation. The purpose of this research was to investigate educators' understanding of the critical components necessary to support implementation of RTI/MTSS framework. The overarching research question guiding this study was: How do grade two team members, support staff and the building administrator in one Massachusetts elementary school perceive the process, structures, fidelity of implementation and impact of an RTI/MTSS model? Sub-questions illuminated factors that facilitated or hindered the implementation process of an RTI/MTSS model. Data was gathered from student assessments, individual interviews, self-report surveys and a focus group discussion.Participants in this study include three grade two teachers, a special educator, a psychologist, a literacy coach and the building administrator. Vygotsky's sociocultural theory, which focuses on socially mediated activities to support learning and development, provided a lens through which to examine the circumstances of the study and inform the findings. Study findings revealed educators understood and embraced RTI/MTSS as a general education initiative that allowed educators to personalize instruction and reduce the number of special education referrals. Results indicated that multiple tiers, assessment, data informed decision making, collaboration, and shared accountability contribute to successful implementation of the RTI/MTSS model. Lack of resources, inadequate planning time, unscheduled additional tiers of instruction, and insufficient trainings challenge implementation. These findings have implications for educational practice and will inform key district stakeholders with the information and data necessary to sustain the RTI/MTSS framework.

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Smart RTI: A Next-Generation Approach to Multilevel Prevention

Cited by 269 publications

References 29 publications

Learning Disabilities/Special Education

Learning Disabilities/Special Education

Variability in Demand for Special Education Teachers: Indicators, Explanations, and Impacts

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

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