[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596005-105":59,"doc-detail-596005-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","obstacles-in-the-implementation-of-response-to-intervention-research-paper-focus","Obstacles in the Implementation of Response to Intervention - Research paper focus","","Response to Intervention (RTI) is a preventive, three-tiered model designed to meet the diverse needs of all students, including those with exceptionalities. Successful RTI implementation is hindered by major obstacles: insufficient quality whole-class instruction, weaknesses in early identification and ongoing monitoring, and a lack of instructional diversification across the school setting. Overcoming these barriers requires continuous educator training, staff collaboration, and sustained commitment to deliver effective tiered supports.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/obstacles-in-the-implementation-of-response-to-intervention-research-paper-focus/596005/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/obstacles-in-the-implementation-of-response-to-intervention-research-paper-focus/596005.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the three main obstacles to successful RTI implementation?","Question",{"text":112,"@type":113},"The document identifies three obstacles: failure to deliver quality whole-class instruction, problems with early identification and monitoring, and lack of diversification in the school setting.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is quality whole-class instruction critical in an RTI model?",{"text":117,"@type":113},"Quality whole-class instruction is described as explicit, purposeful, and skill-based for all students, including at-risk learners, and it can reduce the need for supplemental or additional interventions.",{"name":119,"@type":110,"acceptedAnswer":120},"How does continuous monitoring support RTI decisions?",{"text":121,"@type":113},"Educators make intervention decisions using initial assessments, continuous observations, and constant monitoring, alongside structured time to assess progress, collaborate, and adjust interventions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596005,1792209691,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Obstacles in the Implementation of Response to Intervention  \nVicki Lamb  \nAbstract  \nTo meet the increasing needs and diversity of students many schools are adopting the Response to Intervention (RTI) model. Three main obstacles interfere with the successful implementation of this three-tiered intervention structure: failure to deliver quality whole-class instruction, problems with early identification and monitoring, and lack of diversification in the school setting. Schools need to ensure that all students receive quality, whole-class instruction. Educators must continuously monitor and identify students who require additional support. This is only possible when all staff collaborate to meet the diverse needs of all students. Full commitment is required by all staff to overcome the obstacles that threaten the successful implementation ofthe RTI structure.  \nResponse to Intervention (RTI) is a preventive, three-tiered system. It was developed to facilitate the inclusion of students with exceptionalities into the classroom, but later evolved into an instructional and intervention structure to meet the needs of all students (Gilbert et al. , 2013; Sugai & Horner, 2009) . The philosophy of RTI is an intentional and comprehensive model designed to be implemented school wide. However, there are obstacles in the implementation of RTI in the classroom and school setting. First is the need for quality whole-class instruction. Second is the need for early identification and monitoring, which is supported by collaboration. Third is the need for diversification to educate all students. Many schools are implementing portions of the essential elements, but must address the obstacles that interfere with successful tiered system delivery.  \nQuality Instruction  \nIt is crucial that educators ensure that whole-class instruction is explicit and purposeful, based on the needs of all students. In a whole-class setting, all students, including at-risk students, receive the majority of instruction, so effective, quality instruction is essential (Fuchs , Fuchs, & Compton, 2012; Nelson-Walker et al. , 2013) . Educators need to organize their wholeclass instruction based on skills necessary for at-risk students to develop academically (Algozzine et al. , 2012; Sandall & Schwartz, 2013. This quality of instruction can result in more significant and meaningful gains than simply increasing the length of instruction (van Kraayenoord, 2013) . Providing quality whole-class instruction can minimize the need for supplemental instruction for the students who are unresponsive to whole-class instruction (Gilbert et al. , 2013) . The assumption is made that at-risk students had explicit, expert wholeclass instruction whereby the majority of their classmates thrived prior to the recommendation for further intervention (Algozzine et al. , 2012) . High-quality, whole-class instruction can mitigate the need for additional intervention for most students.  \nExplicit instruction and interventions must be delivered by knowledgeable and trained educators. Skilled educators offer at-risk students interventions that are flexible and based on individual student needs, in order to ensure substantial improvements (Fuchs et al. , 2012; Curenton, Justice, Zucker, & McGinty, 2013) . Inexperienced teachers may lack the confidence and ability to provide whole-class quality instruction (Winton, 2013) . Therefore, it is imperative that knowledgeable educators mentor and support new teachers and support staff with the implementation of instruction and intervention. However, interventions should not be a replacement for explicit, quality whole-class instruction whereby students are given the opportunity for success (Gilbert et al. , 2013; O’Connor & Fuchs, 2013) . We need all classroom educators to be proficient at differentiating instruction to meet the needs of all students  \n(Grisham-Brown & Pretti-Frontczak, 2013) . Empowering and supporting new teachers with the skills and strat","cbCaiu82ui9OGUyq","https://ap.wps.com/l/cbCaiu82ui9OGUyq","pdf",143732,"English","# Abstract\n## Obstacles to RTI Implementation\n## Quality Whole-Class Instruction\n## Continuous Monitoring","[{\"question\":\"What are the three main obstacles to successful RTI implementation?\",\"answer\":\"The document identifies three obstacles: failure to deliver quality whole-class instruction, problems with early identification and monitoring, and lack of diversification in the school setting.\"},{\"question\":\"Why is quality whole-class instruction critical in an RTI model?\",\"answer\":\"Quality whole-class instruction is described as explicit, purposeful, and skill-based for all students, including at-risk learners, and it can reduce the need for supplemental or additional interventions.\"},{\"question\":\"How does continuous monitoring support RTI decisions?\",\"answer\":\"Educators make intervention decisions using initial assessments, continuous observations, and constant monitoring, alongside structured time to assess progress, collaborate, and adjust interventions.\"}]","Obstacles in the Implementation of Response to Intervention - Research paper focus | PDF",1792082270,13]