What is the significance of the response to intervention (RTI) model?

The significance of the response to intervention (RTI) model lies in its primary function of facilitating early identification and support for students who exhibit learning and behavioral needs. RTI is structured to provide a systematic approach to identifying students who might be at risk for academic failure by using data-driven methods to assess student performance.

This model involves multiple tiers of intervention, where students receive increasingly intensive levels of support based on their individual needs. At the initial tier, all students receive high-quality instruction within the general education setting. If students do not demonstrate adequate progress, they move to subsequent tiers where they receive more targeted interventions. This proactive approach effectively addresses issues as they arise rather than waiting for students to fail or progress to special education services. By identifying and addressing students' needs early, RTI aims to improve educational outcomes and reduce the number of students who require special education services.

The other choices do not capture the essence of RTI; for instance, evaluating teacher performance is not the focus of RTI, nor does it create a standardized curriculum nor directly ensure additional funding for students with disabilities, which are not the primary goals of the model.