Abstract
Response-to-Intervention (RTI) is a complex process that addresses how to diagnose, label,
instruct and evaluate low-performing students. Despite RTI being a common school practice
in public elementary schools across the United States, there is little consensus on how to
implement RTI within educational settings. In this validation study, the authors describe the
development of a rubric that aims to evaluate the implementation of RTI as a school-wide
reading intervention in elementary schools. Using a test development procedure (Downing &
Haladyna; 2006), the rubric was developed based upon a review of the literature, validation by
known experts in the field, and a comparison by two independent raters to evaluate two
schools’ RTI implementation. Through this process, six components were identified, which
include evaluating: Tier 1 instruction, universal screening procedures, Tier 2 and Tier 3
interventions, progress monitoring practices, evidence-based decision-making, and
organizational supports. Results suggest that the Implementation Rubric for RTI Assessment
in Reading (I-RRR) is a valid and reliable measure of the effectiveness of RTI
implementation.
Kimy Liu, Jacob Werblow. (2016) Validation Study of the Implementation Rubric for RTI in Reading (I-RRR) at Elementary Schools , Journal of Elementary Education, Volume-26, Issue-2.
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