RTI Response to Intervention Response to Intervention (RTI) Over the past decade, rapid changes have occurred in general educational practice to increase the focus on early identification of and intervention for students considered at risk. The aptly named response-to-intervention (RTI) model of service delivery is generally described as a multi-tiered model whereby students receive interventions of increasing intensity, with movement from one level to another based on demonstrated performance and rate of progress

PRE-REFERRAL SCREENING School Psychologist Special Education Assessment Pre-Referral Screening/RTI ProcessAbstractChildren with special needs require specialized interventions that help them attain the desired educational and behavioral goals the same as other students. These desires attract different forms of interventions, most of which focus on the steps that should be followed to enroll students in special programs. The procedures constitute pre-screening and pre-referral. The two serve as the assessment tools to determine

Review of LiteratureIntroductionTeachers are responsible for students success and achievement. A student who passes well in school has a chance of acquiring numerous opportunities in the global market. However, students who fail in school are likely to fall into poverty or be dependent on others. Hence, teachers are tasked with ensuring that the needs of all students are met. Fortunately, there has been lots of evidence to prove that Response

(Thompson, Morse, Sharpe and Hall, 2005, p.40) The work of Vaughn, Levy, Coleman and Bos (2002) entitled: "Reading Instruction for Students with LD and EBD" published in the Journal of Special Education repots a synthesis of "previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (EBD)." (p.1) a systematic process of review of research conducted between 1975 and 2000 is stated to have "yielded

Mindful vs. traditional martial arts toward improved academic grades in children diagnosed with ADHD While medication and psychotherapy are the current best practice in treating attention deficit hyperactivity disorder (ADHD), their benefits and aim are too peripheral and topical -- neither resolving the neurological origin of deficits. Moreover, many are opposed to these treatments and there are few substantiated and readily accepted alternatives. The consequences of ADHD have a ripple effect --

The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &