Abstract
Response to intervention (RTI) is receiving significant national attention. For many schools and districts, and even a few states, RTI has been “in the works” for several years. While empirical evidence regarding RTI continues to be collected and reviewed, its popularity with parents and educators can be viewed as a function of dissatisfaction with the traditional approach (i.e., achievement—ability discrepancy) and a desire for more immediate and meaningful solutions for struggling students.
Keywords
- Special Education
- Progress Monitoring
- Instructional Leadership
- Core Training
- General Education Curriculum
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Callender, W.A. (2007). The Idaho Results-Based Model: Implementing Response to Intervention Statewide. In: Jimerson, S.R., Burns, M.K., VanDerHeyden, A.M. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-49053-3_25
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DOI: https://doi.org/10.1007/978-0-387-49053-3_25
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-49052-6
Online ISBN: 978-0-387-49053-3
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