Ongoing Issues Surrounding RTI

Ongoing Issues Surrounding RTI

Wanda G. Chandler (Western Kentucky University, USA)
DOI: 10.4018/978-1-4666-8516-1.ch012
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Abstract

Despite federal and state mandates regarding the use of the Response to Intervention (RTI) service delivery model and its widespread adoption in school districts across the nation, many issues still surround the model and its implementation, particularly at the secondary level. This chapter focuses on some of the more prevalent issues, including the importance of determining whether the RTI model as a whole is effective within middle and high school educational environments, how much time students should spend within each tier, how the roles of certain school personnel have changed with the implementation of the RTI model, the importance of providing transition services for all struggling students within RTI, how involved parents should be in the RTI process, how assessments are conducted within the model, and how gifted and talented students fit into the model.
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Ongoing Issues

As Chapter 2 discussed, even though RTI has both federal and state support, no standardized model exists, especially within the middle and high school academic environments. Schools must implement the model according to their own needs and resources. This lack of a standardized model and specific federal direction regarding the implementation of RTI has led to a number of issues over the years. Some issues have existed since the inception of RTI, while others have arisen over time. A few of the more prevalent issues that continue to plague educators are discussed below.

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