Volume 36, Issue 4 (2007)
Professional Development, Capacity Building, and Research Needs: Critical Issues for Response to Intervention Implementation
Louis Danielson, Jennifer Doolittle, Renee Bradley
The No Child Left Behind Act of 2001in conjunction with the Individuals With Disabilities Education Act amendments of 2004(IDEA) have created incentives to improve how K–12 instruction is provided and to improve the achievement of all students, including those with disabilities. To reach these goals, however, a thorough research base is needed, practitioners and administrators must be provided with training in how to use this research effectively in practice, and systems must be put in place to support practitioners and administrators in implementing and sustaining the use of evidence-based practices in schools. An emerging framework that provides an infrastructure to support the use of evidence-based practices and provides a model for instructing and intervening on behalf of all students to help improve their achievement is response to intervention (RTI).Although the RTI framework holds this potential,many practical questions, such as the following,need to be answered for practitioners and administrators to proceed successfully in its full implementation: What are the evidence-based practices in various components of RTI? What outcomes can schools expect if they implement those practices within the RTI framework with fidelity? How can we prepare teachers to optimally implement a system of RTI? What do states, districts, and schools need to consider if they are to sustain the use of RTI over time? And finally, what are future research needs?
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