Response to Intervention: Policy Considerations and Implementation

Author: Batsche, G., Elliott, J., Graden, J.L., Grimes, J., Kovaleski, J.F., Prasse, D., et al.
Publisher: National Association of State Directors of Special Education, Inc.
Publication Date: 2005
Available for purchase online at: http://www.nasdse.org/documents/RtI%20Order%20Form.pdf

Abstract (written by WestEd)

The authors’ purpose is to provide guidance to state and local educational agencies to foster effective leadership in Response to Intervention (RTI)design and implementation across general, remedial, and special education. The authors explain the multi-tier system of intervention options recommended by IDEA, which recommends a means to integrate educational problem solving across educational levels.

This book addresses several key points regarding RTI:

  • RTI is an integrated approach to service delivery and encompasses general and special education.
  • RTI encourages the development of a single, well-integrated system that connects general, remedial, and special education through scientifically based practices, common measures, and explicit decision-making procedures driven by child outcomes.
  • SEAs and LEAs are urged to identify, consolidate, supplement, and integrate resources from diverse funding sources to produce the infrastructure necessary to support the successful implementation of RTI and the realization of improved results.
  • SEAs and LEAs are encouraged to establish systematic plans with timelines and defined responsibilities to ensure successful implementation of RTI across the educational system.
  • The rationale for RTI is supported by improved measurement technology that is useful for guiding instruction and goal setting to guide interventions and decision-making, including eligibility for special programs.
  • RTI is deeply entrenched in federal law and policies that are unanimous in recommending changes in current delivery systems that are consistent with RtI practices.
  • RTI uses a multiple tier model of educational resource delivery. Each tier represents increasing intensity of service matched to specific student needs.
  • Student intervention outcomes drive decision making at every tier of the model. A systematic method is used to decide interventions and implementation strategies for each student.

    Based on these key points, this book is designed as a practical guide to state education agencies and local education agencies regarding the development, implementation, and evaluation of Response to Intervention as a means to improve educational outcomes for all students.



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