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Implementing Response to Intervention in a Rural Setting

  • Renee GuyEmail author
  • Amanda Fields
  • Lynn Edwards
Chapter

Abstract

Luverne Elementary School began universal screening with reading fluency data in 2007 and has continued to expand its response-to-intervention (RTI) program ever since. The framework for the RTI program in Luverne is slightly different across grade levels, but the goal is to target the bottom 20 % of reading students in order to increase their skills and decrease skill deficits. Depending on the age of the students, this is done in small groups throughout the day (K–1), or at a consistent time across grade levels (2–5). The model relies on universal screening, skill-based intervention groups for each grade level, and consistent progress monitoring with specific exit criteria. Since starting our research-based intervention groups for reading, Luverne Elementary School has seen progress in its reading skills and has been recognized for distinction of excellence.

Keywords

Reading Fluency School Personnel Rural School Special Education Service Oral Reading Fluency 
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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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  1. 1.Luverne Public SchoolsLuverneUSA
  2. 2.University of MinnesotaMinneapolisUSA

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