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RTI Tier Structures and Instructional Intensity

2010; Wiley; Volume: 25; Issue: 4 Linguagem: Inglês

10.1111/j.1540-5826.2010.00319.x

1540-5826

Daryl F. Mellard, Melinda A. McKnight, Joanna Jordan,

Education Discipline and Inequality

Learning Disabilities Research & PracticeVolume 25, Issue 4 p. 217-225 RTI Tier Structures and Instructional Intensity Daryl Mellard, Daryl Mellard Center for Research on Learning, University of KansasSearch for more papers by this authorMelinda McKnight, Melinda McKnight Center for Research on Learning, University of KansasSearch for more papers by this authorJoanna Jordan, Joanna Jordan Center for Research on Learning, University of KansasSearch for more papers by this author Daryl Mellard, Daryl Mellard Center for Research on Learning, University of KansasSearch for more papers by this authorMelinda McKnight, Melinda McKnight Center for Research on Learning, University of KansasSearch for more papers by this authorJoanna Jordan, Joanna Jordan Center for Research on Learning, University of KansasSearch for more papers by this author First published: 29 November 2010 https://doi.org/10.1111/j.1540-5826.2010.00319.xCitations: 62 Requests for reprints should be sent to Dr. Daryl Mellard, 1122 West Campus Road, J.R. Pearson Hall, Room 517, Lawrence, KS 66045-3101. Electronic enquiries should be sent to dmellard@ku.edu. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract 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. Citing Literature Volume25, Issue4November 2010Pages 217-225 RelatedInformation