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Response to Intervention in the State of Florida

Response to Intervention in the State of Florida

Regina Winnette Hightower
Copyright: © 2019 |Pages: 23
ISBN13: 9781522583226|ISBN10: 152258322X|ISBN13 Softcover: 9781522586371|EISBN13: 9781522583233
DOI: 10.4018/978-1-5225-8322-6.ch013
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MLA

Hightower, Regina Winnette. "Response to Intervention in the State of Florida." Advanced Strategies and Models for Integrating RTI in Secondary Schools, edited by Pam L. Epler, IGI Global, 2019, pp. 256-278. https://doi.org/10.4018/978-1-5225-8322-6.ch013

APA

Hightower, R. W. (2019). Response to Intervention in the State of Florida. In P. Epler (Ed.), Advanced Strategies and Models for Integrating RTI in Secondary Schools (pp. 256-278). IGI Global. https://doi.org/10.4018/978-1-5225-8322-6.ch013

Chicago

Hightower, Regina Winnette. "Response to Intervention in the State of Florida." In Advanced Strategies and Models for Integrating RTI in Secondary Schools, edited by Pam L. Epler, 256-278. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8322-6.ch013

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Abstract

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.

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