Abstract
Seen by many as a significant educational innovation with far-ranging implications for how school districts respond to the needs of their students, the notion of “Response to Intervention” (RTI, upper case) has taken on immense proportions; justifiably so, in our view. RTI will directly affect the educational experience of millions of students nationwide. School districts are revamping their processes for classifying students with learning disabilities. Educators are now investing significant time, effort, and resources in screening processes to identify students’ risk status. School personnel are combing the intervention literature to find strategies that can be implemented locally. Administrators are stuttering like David Bowie when considering the “ch-ch-chchanges” that need to take place in their schools to live up to this new mandate.
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Olson, S.C., Daly III, E.J., Andersen, M., Turner, A., LeClair, C. (2007). Assessing Student Response to Intervention. In: Jimerson, S.R., Burns, M.K., VanDerHeyden, A.M. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-49053-3_9
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DOI: https://doi.org/10.1007/978-0-387-49053-3_9
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