In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention (RtI) model in an historically low-achieving school with a substantial population of students at risk tfor academic failure – characteristics that are common to many public schools across the nation. We contrast the lofty goals and theoretical orientations of RtI described in a burgeoning literature in special and general education with the “real life” burdens of capacity, resources, time, and school culture in a struggling school.
Kloo, A. and Zigmond, N. (2009), "Response to Intervention: A reality check", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Policy and Practice (Advances in Learning and Behavioral Disabilities, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 67-105. https://doi.org/10.1108/S0735-004X(2009)0000022005Download as .RIS
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