Response to Intervention: Right on Track

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Stephanie A. Kurtts, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: The purpose of response to intervention, or RTI, is founded on the premise that, with data-based decision making and evidence- based practices, children who otherwise may have been identi?ed with a mild educational disability will receive early instructional intervention and thus have the opportunity to remain with their peers in general education settings. For RTI to be successful, educational professionals need to have the core building blocks for implementation. A comprehensive RTI plan integrates academic interventions with behavioral supports to catch struggling learners early. Identi?cation models that include RTI may lead to better achievement and behavior outcomes for all students. Presented here are ideas and resources that teachers can use as interventions for planning for RTI at all levels. The intent is that that these practices will assist in providing informed decisions to address the needs of all student learners.

Additional Information

Electronic Journal of Inclusive Education
Language: English
Date: 2010
response to intervention (RTI), children, teaching

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