Focus of These RTI Activities

The evaluation questions focus on two significant topics: the outcomes of the RTI model and implementation issues. The research design is intended to provide detailed case study descriptions of the participating sites and, as appropriate, comparisons among the sites and between the groups of students who go through the assessments. We have four specific goals for this research activity:

  1. To determine whether/how an RTI model is being implemented.
  2. To clarify whether/how an RTI model is used for LD eligibility determination.
  3. To establish whether/how an RTI model is an effective prevention system.
  4. To validate whether/how an RTI model enhances LD identification.

Several LD identification models implement components of RTI. To explore the extent of use of RTI as an alternative method of SLD identiciation and feasibility of using current schools as sites for training venues, we need to engage in carefully planned, sequenced activities.

Phase I: Identify

In Phase I, RRC staff will identify sites that have implemented components of RTI and that may qualify as model training sites. They will complete jury application forms for these sites and submit them to NRCLD, which will review and forward the forms to an OSEP jury for deliberation. The jury will select the best or most promising sites for further data collection. Sites identified as models will have data documenting their eligibility model, the outcomes of using the model, and the fidelity with which the model is implemented.

Phase II: Evaluate

RRC and NRCLD staff will collect data on the fidelity of implementation and effectiveness of study sites' RTI models, including associated student outcomes, such as academic progress. We will compare outcomes for referred students in RTI schools with outcomes for students in otherwise similar schools that use non-specified identification methods. At the completion of Phase II, we hope to have identified sites that can be considered model sites--sites that can become beacons or exemplars for other schools or districts as they begin to implement RTI.

Phase III: Technical Assistance

Some sites may need assistance implementing one or more RTI components (e.g., developing measures for screening academics). Other sites may have full implementation and need assistance in how to be an effective resource for other schools and districts. We anticipate that RRC staff will be able to assist school staffs with such tasks.

Phase IV: Scaling RTI Model Sites and Disseminating Information

NRCLD will work with RRC staff to design effective dissemination, technical assistance, and staff development activities to promote widespread adoption of appropriate RTI models. This activity will engage local staffs in using research-based practices of effective RTI models.

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