Magazine article National Association of School Psychologists. Communique

Idea in Practice

Magazine article National Association of School Psychologists. Communique

Idea in Practice

Article excerpt

Response to State Laws, and Resources Implemetation

Zirkel and Thomas. The newest and most comprehensive source providing a snapshot of states' RTI in the context of SLD identification is survey and article recently completed Zirkel and Thomas (2010). This dates a previous one by the authors September 2009 where it was that the vast majority of state laws opted for both RTI and severe ancy for determination of SLD. The pose of the 2010 study was to cally synthesize the scope and for RTI in state laws and SEA for implementing RTI as part of the identification process. Research tions answered include which states updated their laws regarding SLD fication; which have required or mended an LEA plan as part of the mentation or compliance process; core characteristics of RTI have required or recommended; what for the duration, frequency, and sity of interventions at the multiple have been established; what criteria progress monitoring and decision have been required or and what criteria for referral for special education evaluations have designated.

Notable findings from the Zirkel Thomas study include the results for the core characteristics of The frameworkfor definingthe core acteristicswas based primarily on ity research-based instruction in education, universal screening for demic and behavior problems, ous progress monitoring, multiple of progressively more intense researchbased instruction and intervention, fidelity measures as a supplement to list. All but seven states have covered the core characteristics of although largely in terms of recommendations rather than legal requirements. With the of a few states, the majority of have not addressed the duration of terventions in their laws or Moderately more states have the issues of frequency and intensity interventions, but mainly by way of ommendation rather than While most states have addressed issue of frequency for progress ing, few have addressed decision rules movement between tiers. In terms of final research question regarding for referral for a special education ation, only six states have explicit dards for the transition from RTI to the comprehensive evaluation stage.

Reference

Zirkel, P., & Thomas, B. (2010). State laws and guidelines for implementing RTI. Teaching Exceptional Children, 43(1), 60-73.

Spectrum K-12 School Solutions. Spectrum K-12 School Solutions, along with the Council of Administrators of Special Education (CASE), the AmericanAssociationofSchoolAdministrators (AASA), and the National Association of State Directors of Special Education (NASDSE), conducted a survey in April of 2010 of K-12 district administrators to gauge the extent to which RTI has been adopted and implemented. …

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