Three Student Case Examples of Response to Intervention Programming

Authors

  • Michael Dunn
  • Ruth Browning

Abstract

Many schools across the United States and Canada are now implementing response-to-intervention (RTI) as a means to address the needs of students who struggle with reading, writing, or math by using dual discrepancy (i.e., low ability and little to no progress over time with targeted intervention programming) as a means to classify for learning disability. This project represents a longitudinal study of a Pacific Northwest elementary school, which designed its own RTI model in 2006 and has worked to implement a tiered-intervention process for literacy skills. Three children represent the purposeful sample as to how they progressed through tiered programming. The authors discuss the school’s RTI processes and makes recommendations as to how the model could evolve to better facilitate instruction and assessment as children move through the tiers.

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Issue

Vol. 18 No. 3 (2012)

Section

Articles

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