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Response to Intervention (RtI) focuses on the assessment, intervention, and progress monitoring of student academic performance and social behavior. Despite requiring highly-qualified personnel for successful implementation, the implementation of Rtl has not focused on applying its foundational principles towards promoting teacher effectiveness through assessment, intervention, and progress monitoring of teacher classroom practice. Compounding this problem is the lack of availability ofdoi:10.7282/t34b33dj fatcat:bjgyf7lbdvfd3mu4ay7cjenp4i