Assessing results of years one, two, and three implementation of response to intervention

Date
2014
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University of Delaware
Abstract
This study describes Morris Early Childhood Center's efforts to implement RtI as effectively as possible to help all its students learn to read. It describes and eveluates the staff's efforts to achieve this goal by improving scheduling to maximize instructional time, by strengthening professional development opportunities, and by more effectively individualizing reading instruction through differentiated grouping.
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