![]() The inconsistent implementation of researched-based interventions with fidelity is a continuing, pressing concern.The need for ongoing professional development for general education personnel who will be implementing RTI.While there is much scientific evidence to help educators teach early reading skills (e.g., phonological awareness and beginning decoding skills), there is less research-based knowledge about how to teach reading comprehension, math, spelling, writing, or content areas of science and social studies. The lack of availability of “scientific, research-based interventions” for all ages and all academic domains.LDA recognizes the difficulties in the effective implementation of RTI as a system-wide initiative and has concerns about the following: Parents and families informed and involved in team decision making throughout the intervention process.Use of response data to change the intensity or type of subsequent interventions.Continuous monitoring of student performance and progress during interventions.Early, high-quality, scientific research-based interventions.LDA supports the promise of RTI as an early intervention process initiated by general education to ensure that, at the first sign of school problems, students will receive academic supports including: States must permit, and may require, using RTI as a part of eligibility criteria. Local Education Agencies must use the eligibility criteria developed by their state. Tier III: more individualized intervention and/or referral for special education.Īnother purpose of RTI is to serve as part of a comprehensive evaluation for SLD. Tier II: small group instruction – intensive specialized interventions provided with consistency by highly trained teachers. Tier I: high quality instruction and behavioral supports provided in general education classrooms. Each RTI or MTSS tier provides increasingly individualized instruction, continuous monitoring of progress to calculate gains, and criteria for changing interventions and/or tiers through a team decision-making process. ![]() The term MTSS (Multi Tier System of Support) is sometimes used interchangeably with RTI. Although there is no single RTI model, the many variations that have emerged since 2004 use a two-to-five tiered model. Prior to IDEA 2004’s recognition of “a process based on the child’s response to scientific, research-based intervention” as an SLD identification process, RTI had been regarded as a prevention model to limit or prevent academic failure for students who are having difficulty learning.
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