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Field Studies of RTI Effectiveness Illinois Flexible Service Delivery System (FSDS) ModelStudy Citation
Peterson, D. W., Prasse, D. P., Shinn, M. R., & Swerdlik, M. E. (2007). The Illinois flexible service delivery model: A problem-solving model initiative. 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. The FSDS is built on the principle that student academic and behavioral difficulties are, at least in part, due to interactions between the child and the classroom. Peterson, Prasse, Shinn, and Swerdlik (2007) identified several phases of the FSDS process:
Within this model, general education teachers are responsible for implementing strategic interventions in the classroom. If these interventions prove unsuccessful, problem-solving teams (PSTs) are responsible for identifying a more intensive intervention plan. The membership of the PSTs typically consists of the general education teacher, school psychologists, and special education personnel. The PSTs develop a plan adhering to the four problem-solving cornerstones of the FSDS: a) problems are defined ecologically, b) problem solving starts with prevention, c) special education eligibility is defined by both need and services required for benefit, and d) scientifically based assessment tools that fit problem solving are used. Training of school personnel in the FSDS model took place over several years and was the responsibility of the statewide FSDS consortium. By 2005, professional development in FSDS had been conducted in approximately 90 school districts. Purpose of Study
The authors conducted the study to answer the following questions:
Study Method
Data were collected from 556 K-8 students from 26 FSDS model schools across the entire state from 1999 to 2003. The criteria for inclusion in the sample used for each year of the statewide evaluation included the following: a) the sites had been implementing the FSDS for a minimum of two years, b) the staff at the selected sites had been trained in the skills essential to the implementation of FSDS, and c) the implementation of FSDS was proceeding in a satisfactory manner based on the Flexible Service Delivery: Rubric of Quality Indicators. Study ResultsQuestion 1: Based on school personnel surveys over the first 2 years of evaluation, Peterson et al. (2007) reported that students improved both academically (mean of 3.6, with 5 being "strongly agree" and 1 being "strongly disagree" with the statement “the FSDS resulted in improved academic performance for my students”) and behaviorally (mean of 3.4, with 5 being "strongly agree" and 1 being "strongly disagree" with the statement “the FSDS resulted in improved behavioral performance for my students”). Back To Top |