The emergence and possible futures of response to intervention

Response to intervention (RTI) has emerged as a promising, but possibly vulnerable, alter-native to the current model of identification and eligibility assessment in special education. Nested within a simple and compelling struc-ture for RTI are many questions and chal-lenges that make its future as "policy " at-risk unless these issues can be satisfactorily resolved. As it stands, RTI is likely to improve many decisions about educational interven-tions, especially when combined with universal screening procedures. In a full RTI implemen-tation, potential benefits may include (a) increased achievement schoolwide, because struggling children are identified proactivel