Response to Intervention

Response to intervention
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In education, Response To Intervention (commonly abbreviated RTI or RtI) is a method of academic intervention used in the United States which is designed to provide early, effective assistance to children who are having difficulty learning. Response to intervention was also designed to function as one part of a data-based process of identifying learning disabilities. This method can be used at the group and individual level. The RTI method has been developed by proponents as an alternative to identifying learning disabilities with the ability-achievement discrepancy model, which requires children to exhibit a discrepancy between their ability, often measured by Intelligence Quotient|IQ testing and academic achievement as measured by their grades and standardized testing. Further, proponents claim that the RTI process brings more clarity to the Specific Learning Disability (SLD) category of the Individuals with Disabilities Education Improvement Act (IDEA 2004) while opponents claim that RTI does not identify SLD (usually called LD) but instead identifies low achieving students. Proponents of RTI sometimes state that SLD (LD) has been referred to as a residual category for children with moderate learning problems.[1] While opponents of RTI view it as a method of identifying LD, and others view LD as a valid construct supported by practice and more recent scientific studies of the functioning of the brain.
RTI seeks to prevent academic failure through early intervention, frequent progress measurement, and...