Abstract
As a part of eligibility determination, responseto-intervention (RTI) models use both the level and rate of skill acquisition to evaluate student response to both core instructional and supplemental interventions (Case, Speece, and Molloy, 2003; Fuchs, 2003; Fuchs and Fuchs, 1998; Fuchs, Mock, Morgan, and Young, 2003). As such, the level of student performance in targeted domains is compared with benchmark expectations and local peer performances (i.e., local norms). A substantial discrepancy in level is often an indication that an instructional change or intervention is necessary. The rate of student performance is also to standard expectations and local peer performances. Persistent and ongoing discrepancies in both level and rate are indicators that more intensive services are necessary, which might include those associated with special education (NASDE, 2005).
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Christ, T.J., Hintze, J.M. (2007). Psychometric Considerations when Evaluating 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_7
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