The majority of school districts implementing response to intervention use a systemwide, multitier model of delivery. This article describes the common features of multitier models and discusses the emerging evidence of their effectiveness. In addition, specific factors that schools should consider to enhance effective implementation of systemic, multitier RTI models are highlighted.
BatscheG.ElliottJ.GradenJ. L.GrimesJ.KovaleskiJ. F.PrasseD.. . . TillyD. W. (2005). Response to intervention. Alexandria, VA: National Association of State Directors of Special Education.
2.
ChardD. J.HarnB. A. (2008). Project CIRCUITS: Center for Improving Reading Competence Using Intensive Treatments School Wide. In GreenwoodC. R.KratochwillT. R.ClementsM. (Eds.), Schoolwide prevention models: Lessons learned in elementary schools (pp. 143–172). New York, NY: Guilford.
3.
ChardD. J.HarnB. A.SugaiG.HornerR. H.SimmonsD. C.Kame’enuiE. J. (2008). Core features of multi-tiered systems of reading and behavioral support. In GreenwoodC. R.KratochwillT. R.ClementsM. (Eds.), Schoolwide prevention models: Lessons learned in elementary schools (pp. 31–60). New York, NY: Guilford.
DentonC. A.VaughnS. R. (2010). Preventing and remediating reading difficulties: Perspectives from research. In GloverT. A.VaughnS. (Eds.), The promise of response to intervention: Evaluating current science and practice (pp. 78–112). New York, NY: Guilford.
6.
FergusonD.KozleskiE.SmithA. (2003). Transforming general and special education in urban schools. In ObiakorF. E.UtleyC. A.RotatoriA. F. (Eds.), Effective education for learners with exceptionalities (Vol. 15, pp. 43–74). New York, NY: JAI.
7.
FuchsL. S.FuchsD.HamletC. L.WalzL.GermanG. (1993). Formative evaluation of academic progress: How much growth can we expect?School Psychology Review, 22(1), 27–48.
8.
GreenwoodC. R.HornerR. H.KratochwillT. R. (2008). Introduction. In GreenwoodC. R.KratochwillT. R.ClementsM. (Eds.), Schoolwide prevention models: Lessons learned in elementary schools (pp. 3–30). New York, NY: Guilford.
9.
HarnB. A.ChardD. J.BiancarosaG.Kame’enuiE. J. (2011). Coordinating instructional supports to accelerate at-risk first-grade readers’ performance: An essential mechanism for effective RTI. Elementary School Journal, 112, 332–355.
10.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004)(reauthorization of the Individuals with Disabilities Education Act of 1990).
11.
Kame’enuiE. J.SimmonsD. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH: Merrill.
12.
Learning disabilities and early intervention strategies: How to reform the special education referral and identification process. Hearing before the Subcommittee on Education Reform Committee on Education and the Workforce, U.S. House of Representatives, 107th Cong. (2002) (testimony of G. Reid Lyon).
TillyW. D. (2003, December). How many tiers are needed for successful prevention and early intervention? Heartland Area Education Agency’s evolution from three to four tiers.Paper presented at the National Research Center on Learning Disabilities Response to Intervention Symposium, Kansas City, MO.
15.
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: Author.
16.
WalkerH. M.HornerR. H.SugaiG.BullisM.SpragueJ. R.BrickerD.KaufmanM. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4(4), 194–209.
