Response to Intervention: A Research Review
How can you as an educator determine the effectiveness of various RTI models? Drs. Charles Hughes and Douglas Dexter of Penn State University offer help with their detailed review of 16 rigorously-selected RTI field studies examining the impact of multi-tier and multi-component RTI models. In addition to presenting key findings from the analysis of the published field studies, the article identifies 5 supporting factors that appeared necessary for scalability and sustainability of RTI models.
RTI Research: Is the Sum of the Parts Great as the Whole?
In this article, Dr. Mathew Burns describes the core components of RTI and discusses research that addresses RTI models in their entirety as well as those that focus on Tier 1 (quality core instruction), Tier 2 (supplemental intervention), and Tier 3 (individualized interventions). Even though the research base for aspects of RTI is still emerging, Dr. Burns's examination of what research has already taught us shows that practitioners implementing a three-tired RTI model are engaging in research-based practice that benefits students.
Upcoming RTI Talk: RTI for Gifted Students
October 19, 2010 at 1 p.m. ET
Because RTI is a multifaceted approach addressing students' comprehensive academic and behavioral needs, it can serve as a model for increasing the quality and level of services for all students, including those who are gifted and talented. Join Mary Ruth Coleman, Ph.D., of The University of North Carolina at Chapel Hill, during our next RTI Talk as she answers your questions about using RTI as a means to ensure gifted and talented students have opportunities to make continual growth. Dr. Coleman will also offer tips based on lessons she has learned about meeting the needs of gifted students within an RTI framework. Submit advance questions for the RTI Talk now or simply join the chat live on Tuesday, October 19, 2010 at 1 p.m. ET.
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