So in 2004, the reauthorized Individuals with Disabilities Education Act called for a change. It encouraged states to replace the “wait to fail” discrepancy model previously used to identify students who may be eligible for special education services with a Response to Intervention (RTI) model. This change was made in an effort to increase the capacity of school systems to provide just-in-time instructional support to struggling students before the point of failure. The goal of the RTI model was to reduce the number of students inappropriately referred to special education.
Although RTI is still used by districts to identify SLD students, the model is used far more broadly today. It has emerged as an effective means of ensuring that high-quality instruction and intervention are available to students in need of academic and/or behavioral support. It is also an important tool to personalize instruction for all students, whether they are in need of intervention or not.
Educators have made an earnest, good-faith commitment to implementing RTI, fully intending to embrace its rigorous, multi-faceted approach. However, while the majority of schools (94%) are in some stage of RTI implementation, only 23% have reached full implementation with fidelity. And when intent and implementation diverge—the outcomes of RTI typically don’t measure up to expectations.
This eBook was developed for school and district leaders who have implemented RTI models but recognize a disparity between the intended outcomes of their intervention efforts and their actual results. By applying the principles in this eBook, you will be better positioned to lead the kind of systemic change needed to ensure your intervention practices lead to improved student learning outcomes.
Packed with research-based best practices, real-life examples, and practical advice, the Designing Effective Systems of Instruction and Intervention eBook will show you how to build a system of learning that can successfully navigate common roadblocks while moving the needle on student outcomes.