Abstract
This chapter includes a discussion of five primary components that facilitate students’ access to, and participation in, high-quality instruction within an RTI service delivery framework: (a) comprehensive student assessment via screening, diagnostic measurement, and progress monitoring; (b) standardized data-based decision-making; (c) multi-tiered implementation of student support based on a continuum of needs; (d) the provision of evidence-based instruction/intervention; and (e) multi-stakeholder involvement in coordinated leadership. Key implementation drivers necessary to promote implementation are reviewed. A synopsis is provided of existing research on data-based instructional decisions, the impact of multi-tiered intervention supports, and training supports for school personnel. The chapter concludes by outlining the need for additional research evaluating (a) common decision-making criteria across assessments, (b) interventions for students who do not respond to instruction, and (c) the core components necessary for teacher professional development to support high-fidelity service delivery. Several evidence-based resources are provided to help advance practices in schools.
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Glover, T.A. (2018). Response-to-Intervention Models and Access to Services for All Students. In: Elliott, S., Kettler, R., Beddow, P., Kurz, A. (eds) Handbook of Accessible Instruction and Testing Practices. Springer, Cham. https://doi.org/10.1007/978-3-319-71126-3_10
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