Record:
Cox, A., Macey, E., Maxey, B., Thorius, K. (2014, September). A Critical Practice Analysis of Response to Intervention Approriation in an Urban School, Remedial & Special Education, 35(5), 287-299.
Summary:
RTI (Response to Intervention) meetings are the foundation for devising academic plans for students with learning disabilities or those that qualify for special education services. This specific case took place at an elementary school where RTI meetings met weekly in order to debrief the RTI meetings that happen during the school week. The study took place in an urban setting during the (2010-2011) school year. In this particular school, special education programs grew from 11% in 2006 to 16.1% in 2010-2011. The study contained five distinct parts: (1) 22 weekly meetings between paired participants over observations of decision making processes to address teachers’ reports of students’ difficulties. (2) Weekly peer debriefing sessions. (3) Weekly analytical sessions to review data. (4) Focused analytical sessions. (5) Individual and group interviews.
Education Research Reviews 