All students with behavioral barriers to academic and social behavior success require identification through universal screening, design, implementation and progress monitoring of the students response to evidence based interventions and the staff’s fidelity of implementation. Both academic and behavioral RtI have been successfully implemented in schools and districts across the nation and a strong evidence base for effectiveness has been established, demonstrating superiority of this process to the refer-test-place methods of earlier service delivery systems. RtI for behavior like academic RtI is primarily about getting the right interventions to the right customers. It can also be used as the cornerstone for eligibility determination for Emotional Disturbance in that non-responsiveness to three tiers of interventions implemented with fidelity may provide evidence of the need for specialized instruction, i.e., special education, to meet these students social behavior needs.
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