What is the primary objective of the Response to Intervention (RTI) model?

The primary objective of the Response to Intervention (RTI) model is to identify students at risk for academic problems. This approach focuses on early intervention and provides a structured process for identifying students who may need additional support. By utilizing tiered levels of instruction and intervention, educators can closely monitor student progress, analyze data, and adjust teaching strategies to meet individual learning needs.

The model emphasizes proactive measures to catch academic difficulties early, allowing for timely interventions that can significantly improve students' chances of success. This focus on identification is crucial as it helps schools ensure that no student falls behind, particularly those who may be struggling but have not yet been formally diagnosed with a learning disability.

Other choices suggest goals that, while important in the educational context, do not align with the primary focus of RTI. For instance, assessing long-term academic success is part of broader educational goals but is not what RTI is centered around. The idea that every student should receive the same level of instruction contradicts the personalized approach of RTI, which tailors support to individual needs. Evaluating teachers' instructional effectiveness is an important aspect of education, yet it is not the direct aim of the RTI framework, which prioritizes student response to provided interventions over teacher evaluation.