How is the concept of response to intervention (RTI) utilized in Mild Intervention?

The concept of response to intervention (RTI) plays a crucial role in Mild Intervention by offering targeted interventions to students who are identified as needing additional support in their academic performance before any special education referral. This approach allows educators to implement evidence-based strategies tailored to the individual needs of students while closely monitoring their progress.

The core idea of RTI is to intervene proactively rather than waiting to identify students as having a disability. By providing these targeted interventions, schools can help struggling students improve their skills, assess their progress over time, and determine if they require special education services. This method also supports the notion that early and effective instructional support can lead to better outcomes for students who may otherwise fall behind.

In contrast, the other options do not align with the primary goals of RTI in Mild Intervention. Rather than focusing solely on removing students from regular classrooms, RTI emphasizes their inclusion within general education settings while providing the necessary support. Additionally, although RTI does help identify students who may need further evaluation for special education services, its main focus is on intervention through appropriate instructional methods rather than solely making referrals. Furthermore, while RTI incorporates prescriptive teaching methods, it is not limited to this approach, as it also emphasizes flexibility in responding to the diverse needs