Evaluating the Use of RTI to Identify SLD: A Survey of State Policy, Procedures, Data Collection, and Administrator Perceptions

Hudson, Tina M.; McKenzie, Robert G.

doi:10.1007/s40688-015-0081-7

Cited by 15 publications

(13 citation statements)

References 33 publications

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“…(For the purposes of this article, we refer to all multitiered intervention frameworks using the term RTI.) Recent policy reviews indicate that 45 or more state education agencies (SEAs) recommend using RTI in schools and districts (Hauerwas, Brown, & Scott, 2013; Hudson & McKenzie, 2016).…”

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confidence: 99%

“…Yet, at the same time, recent findings from evaluations of RTI in practice have provided evidence to suggest that implementation of the framework in authentic school contexts is a serious problem; it is not happening as intended or with any measure of fidelity (Balu et al, 2015; Shinn & Brown, 2016). This problem becomes seemingly more serious as findings from aforementioned policy reviews (Hauerwas et al, 2013; Hudson & McKenzie, 2016) reveal that of the SEAs recommending the use of RTI, fewer than 10% provide guidelines for its implementation.…”

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confidence: 99%

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Toward More Effective Tiered Systems: Lessons From National Implementation Efforts

Arden

Gandhi

Edmonds

et al. 2017

Exceptional Children

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Based on the 2015 evaluation of response-to-intervention (RTI) efforts and our own 2 decades of experience in supporting educators’ implementation of RTI efforts, four recommendations are presented to advance effective implementation of tiered systems of intervention. We suggest that by (a) assessing readiness and capacity, (b) providing content and coaching as part of professional development, (c) using evaluation data, and (d) including students with disabilities, educators can make strides to implement RTI more effectively and help to meet the needs of all students in today’s schools.

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confidence: 99%

mentioning

confidence: 99%

Toward More Effective Tiered Systems: Lessons From National Implementation Efforts

Arden

Gandhi

Edmonds

et al. 2017

Exceptional Children

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“…Although reliance on RTI data alone is considered insufficient for LD identification (Burns et al, 2008), some states allow LD identification based solely on RTI data (Hudson & McKenzie, 2016b). Furthermore, the services that the majority of students involved in RTI receive (i.e., screening, Tier 1 and Tier 2 interventions) are not special education.…”

Section: Rti and Special Educationmentioning

confidence: 99%

“…Berkeley et al's "snapshot" at the onset of RTI made clear that most states acknowledged the potential benefits of adopting RTI, but there was notable variability in the development of policies and implementation guidelines. Furthermore, a more recent study by Hudson and McKenzie (2016b) found that fewer than 10% of SEAs that recommended use of RTI provide implementation guidelines for local education agencies (LEAs).…”

Section: The Advent Of Rtimentioning

confidence: 99%

“…However, as Gersten, Jayanthi, and Dimino (2017) responded, this may be explained by the specific practices in many of the schools studied. Still, SEA and LEA determination of their practices is a hallmark of RTI (Hudson & McKenzie, 2016b), and therefore SEA policies are critical to RTI success and the fulfillment of IDEA requirements.…”

Section: The Current Investigationmentioning

confidence: 99%

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A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

et al. 2020

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Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated “snapshot” of states’ interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed.

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