Premium
RTI Tier Structures and Instructional Intensity
Author(s) -
Mellard Daryl,
McKnight Melinda,
Jordan Joanna
Publication year - 2010
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2010.00319.x
Subject(s) - response to intervention , intervention (counseling) , learning disability , psychology , psychological intervention , mathematics education , academic achievement , tier 2 network , special education , medical education , pedagogy , developmental psychology , computer science , medicine , telecommunications , psychiatry
Response‐to‐intervention (RTI) frameworks have become increasingly prevalent in schools as an academic and behavioral prevention and intervention organizational approach that emphasizes students' responsiveness and nonresponsiveness as indicators of appropriate curricular and instructional decisions. Theoretical as well as practical descriptions of RTI always include the concept of increasingly intense interventions to ensure that students receive sufficient learning opportunities to optimize their successful learning and achievement. This article describes 10 dimensions by which intervention intensity might be increased and reports data from a study of 41 schools related to some of these dimensions. Implications for federal, state, and local policy and local school and classroom implementation are identified for consideration in planning, implementing, and sustaining RTI.