The 2004 Individuals with Disabilities Education Act led to an era of educational reform that called for scientifically based curriculum and data-driven decision-making when devising instructional strategies. Response to intervention was subsequently endorsed. Because students with disabilities were being included within the general education setting during this time, many states like Florida, made use of the multi-tiered system of supports (MTSS). This process was used to plan and problem-solve effective teaching strategies to improve student performance in reading and in mathematics. This chapter explores how Florida has used MTSS to narrow achievement gaps and create educational opportunities for all students.
TopIntroduction
When referring to Response to Intervention (RTI), researchers mean multitiered, evidence-based interventions; this concept was championed by education researchers, administrators, and policy makers after the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 and the No Child Left Behind (NCLB) Act in 2001 (Florida Department of Education [FDOE], 2013a; Fuchs, Fuchs, & Vaughn, 2014; U.S. Department of Education, 2014). RTI, as it is most commonly known, has influenced reading and mathematics instruction by restructuring the service delivery model to include prevention of reading and mathematics difficulties (Afflerbach, Cho, Kim, Crassas, & Doyle, 2013; Bryant et al., 2016; FDOE, 2013a; Fuchs et al., 2014; Gilbert et al., 2013). This multi-tiered prevention system was developed to improve the performance of students struggling with learning difficulties and to provide educators with a valid means for determining eligibility for special education (FDOE, 2013b; Fuchs et al., 2014; Hughes & Dexter, 2013; U.S. Department of Education, 2014). RTI has also exerted influence on the general education setting by invoking widespread screening to identify academically at-risk students and progress monitoring to evaluate receptiveness to instruction.
In RTI, the students’ rate of learning and acquisition of skills, along with their level of performance over time, are used to inform instructional decisions. RTI involves systematically using assessment data to allocate resources in an efficient manner to improve learning for all students. RTI is also referred to as data-based decision-making applied to education. The key aspects of RTI include:
- 1.
A service delivery model of multiple tiers of evidence-based instruction.
- 2.
A method for problem-solving designed to inform how interventions are developed.
- 3.
An integrated system of data collection, progress monitoring, and assessment to assist with decision-making at every tier of the service delivery model.
- 4.
High-quality instruction and intervention matched to student needs (FDOE, 2013a; U.S. Department of Education, 2014).