TY  - CHAP
AB  - 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.
VL  - 22
SN  - 978-1-84855-311-8, 978-1-84855-310-1/0735-004X
DO  - 10.1108/S0735-004X(2009)0000022005
UR  - https://doi.org/10.1108/S0735-004X(2009)0000022005
AU  - Kloo Amanda
AU  - Zigmond Naomi
ED  - Thomas E. Scruggs
ED  - Margo A. Mastropieri
PY  - 2009
Y1  - 2009/01/01
TI  - Response to Intervention: A reality check
T2  - Policy and Practice
T3  - Advances in Learning and Behavioral Disabilities
PB  - Emerald Group Publishing Limited
SP  - 67
EP  - 105
Y2  - 2024/04/25
ER  -