Abstract
We provide a description of how a culturally and linguistically diverse elementary school in the Midwest implemented core features of a response-to-intervention (RTI) framework for improving school-wide reading instruction and decision making. A multi-year timeline illustrates how this school implemented additional elements of the RTI framework over time. This multi-tiered system relied on formative evaluation as a core component, including screening several times per year and progress monitoring for students receiving instructional interventions. The principal and staff made decisions collectively about implementation. We summarize student achievement results and discuss implications for the implementation of RTI models in other elementary schools.
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