The Response to Intervention (RTI) model has been of growing interest to educators for several decades, culminating in the 2004 enactment of federal regulations. The mutual and cooperative dependence between research and practice is evident regarding practical RTI implementation. The RTI process shows promise to meet the individual education needs of diverse populations. An Alaska school district that includes rural/remote schools and varied populations including minority majority classrooms describes its positive experience with the RTI process. The RTI process may be a key to improving minority student Annual Yearly Progress (AYP) scores. Further statistical research is clearly warranted.
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