ABSTRACT
With the most appropriate highly engaging and effective instruction, teachers can maximize academic learning for most students; however, teachers also know that some students require more intensive and specified instruction to be successful. A response-to-intervention approach is used to guide this process by emphasizing (1) regular universal screening; (2) continuous progress monitoring; (3) team-driven, data-based decision making; and (4) high-fidelity implementation of evidence-based instructional practices (Griffiths, Parson, Burns, VanDerHeyden, & Tilly, 2007; Sugai & Horner, 2009). These practices are organized along a multitiered prevention continuum such that all students experience an effective core or foundation curriculum, some students receive additional academic supports in small groups, and a few students receive highly individualized interventions (Griffiths, Parson, Burns, VanDerHeyden, & Tilly, 2007).
