What characterizes research-based core classroom instruction in RTI?

Research-based core classroom instruction in Response to Intervention (RTI) is primarily characterized by being supported by empirical evidence. This means that the instructional methods and strategies used are backed by rigorous research and data demonstrating their effectiveness in promoting student learning. Utilizing evidence-based practices ensures that teachers are employing techniques that have been proven to work in real classroom settings, ultimately enhancing the educational outcomes for all students.

This focus on empirical evidence allows educators to make informed decisions about their teaching strategies, which leads to more effective interventions and support for students who may be struggling. By relying on research-backed methods, educators can tailor their instruction to meet the diverse needs of their students while maintaining high standards for all learners.

In contrast, other options do not align with the principles of effective instruction within the RTI framework. Instruction based purely on personal experiences lacks the objectivity and reliability needed for effective teaching. Rote memorization does not promote deep understanding and critical thinking, while designing instruction for a single learning style disregards the varied ways in which students learn best. Therefore, the emphasis on evidence-based practices is crucial for the success of core classroom instruction in RTI.