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What does successful RtI implementation ‘look like’ in elementary schools?

This page contains references/resources about successful implementation in elementary schools.

  • The information below comes from an article by Amanda VanDerHeyden, called¬†Approaches to RtI.

Research has demonstrated strong effects for RTI models in each of the above categories. Hence, there is no right or wrong model of RTI. Effects obtained under any RTI model depend on the quality with which implementation occurs. To attain strong positive effects on student learning outcomes, schools must focus heavily on the accuracy of decisions made at each stage of implementation. Effective implementation requires that schools implement procedures to do the following:

  1. Correctly identify students who need intervention
  2. Deliver intervention that effectively resolves the learning problem for the majority of students exposed to the intervention
  3. Monitor the effects of the intervention and troubleshoot to ensure intervention integrity and positive effects on learning
  4. Make decisions about the need for more intensive or less intensive intervention (e.g., progressing to higher tiers or lower tiers, discontinuing intervention)
  5. Link resulting RTI data to referral and eligibility decisions in special education
  6. Link resulting RTI data to system programming changes (e.g., resource allocation, professional development, program evaluation)

There is a direct and irrevocable relationship between how well schools do the above activities and their effects on student learning. That is, the effects obtained depend on the degree to which the above actions are correctly carried out.