Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University

Abstract

Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition of collaborative support provided by professionals knowledgeable about the RTI framework, including specific elements of this model such as evidence-based practices and progress monitoring assessments. We describe the process and outcomes of a university–school partnership aimed at developing and implementing an RTI program for reading at the Tier 1 level.

Keywords

response to intervention reading professional learning community collaboration implementation fidelity

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Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University–School Partnership

Abstract

Keywords

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References

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