Monitoring Response to General Education Instruction

Abstract

The purpose of this chapter is to describe a critical component of the response-to-intervention (RTI) process: monitoring student response to general education instruction. First, we discuss the importance of the role of general educators in monitoring students' response to intervention. Second, we provide the conceptual framework for an RTI model within which general educators play a critical role in identifying students at risk and monitoring their progress during classroom-based instruction. Third, we describe specific approaches for each of the steps included in this model. We then illustrate this process using a case example from research. We end with a summary of recommendations for general educators, and emphasize the need for further research if RTI is to be adopted as part of the special education identification process. (PsycINFO Database Record (c) 2016 APA, all rights reserved)