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https://www.researchgate.net/publication/226369727_The_Illinois_Flexible_Service_Delivery_Model_A_Problem-Solving_Model_Initiative
The Illinois Flexible Service Delivery System (FSDS) model is a problem-solving and responseto- intervention (RTI) service delivery model that has evolved since its conception in 1994.
https://link.springer.com/chapter/10.1007%2F978-0-387-49053-3_23
The Illinois Flexible Service Delivery System (FSDS) model is a problem-solving and responseto- intervention (RTI) service delivery model that has evolved since its conception in 1994. It began as the result of a systems change effort to develop a more flexible and responsive delivery system for all students (NSSED, 2005).Author: David W. Peterson, David P. Prasse, Mark R. Shinn, Mark E. Swerdlik
http://rtinetwork.org/learn/research/field-studies-rti-programs/fieldstudies-fsds
In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 300–318). New York: Springer. Program Description The Illinois flexible service delivery system (FSDS) model is a problem-solving model that includes collaborative consultation.
http://www.ascd.org/publications/books/109097/chapters/What-Is-RTI-and-Why-Should-We-Care%C2%A2.aspx
The Two Models of RTI. There are two models for implementing RTI: the standard protocol model and the problem-solving model. Though there are pros and cons for each model, they both follow the same treatment cycle. Teachers must Assess all students with a universal screener. Diagnose reasons for any problems flagged by the screener.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2823081/
Jun 01, 2009 · Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. ... they typically also review evidence in support of the shift to an RTI model of service delivery, most clearly explicated in ... “University- and field-based research strongly supports the use of Problem-Solving/RTI as ...Author: Cecil R. Reynolds, Sally E. Shaywitz
http://www.ideapartnership.org/documents/TwoApproachesRTI.pdf
Two Approaches to RTI If a school or district elects to utilize an RTI approach to intervene early and identify students with learning disabilities, the federal government requires a multi-tiered model, but it does not specify a requisite set of procedures to follow. So, many options are available for the implementation of RTI.File Size: 65KB
http://floridarti.usf.edu/resources/topic/overview_of_rti/about_ps_rti/index.html
The movement away from accountability for process to accountability for student outcomes has led the legislature at both the national and state level to strongly support early intervening practices. Consistent with the themes of IDEA, NCLB, and PCESE are practices termed Problem Solving/Response to Intervention (PS/RtI).
http://images.pcmac.org/SiSFiles/Schools/GA/MurrayCounty/NorthwestElem/Uploads/DocumentsCategories/Documents/Murray%20County%20Schools%20RTI%20Manual.pdf
RTI is an integrated approach to service delivery that encompasses general, remedial and special education through a multi-tiered service delivery model. It utilizes a problem-solving framework to identify and address academic and behavioral difficulties for all students using scientific, research-based instruction. Essentially, RTI is theFile Size: 415KB
http://www.jimwrightonline.com/mixed_files/rome/RTI_Team_Introduction_Rome_CSD_8_Nov_2010_PPT.pdf
RTI Teams: Following a Structured Problem-Solving Model Jim Wright www.interventioncentral.org ... & DiPerna, J. C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, ... • Follow a structured ‘problem-solving’ model.
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