Response to Intervention

The National Center on Response to Intervention describes RTI as a framework that “integrates assessments and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness.”

Response to Intervention is a framework for providing comprehensive academic and behavioral support. RTI is a prevention oriented approach to linking assessment and instruction that can inform educators’ decisions about how best to teach their students.

The goal of RTI is to minimize the risk for long-term negative learning outcomes by responding quickly and efficiently to documented learning or behavioral problems and ensuring appropriate identification of students with disabilities.

Three levels of instructional intensity provide a continuum of support to all students. View the RTI Triangle.

Identification of students at risk for poor learning outcomes occurs through the use of benchmark assessments.

Tier I: Primary level of support is provided during high quality core instruction that meets the needs of most students. All students receive direct, explicit, differentiated instruction, including whole and small group instruction.

WHO: All students
WHERE: Core Instructional Block
WHAT: Core Framework
Assessment: Benchmark Assessments

Tier II: Secondary level of support is provided to students at-risk using evidence-based interventions of modest intensity.

WHO: Students scoring below grade level

WHERE: Small groups in the classroom

Length: An additional 30 - 40 minutes 3-5 days a week

What: Scientific-Based Intervention program or strategies

Assessment: Progress Monitoring every 2 weeks

Duration: Quarterly review of progress. The Instructional Decision Making Team will determine the continuation of intervention, change intervention, return to Secondary Level of Support, or recommend a referral for a Learning Disability

Tier III: Special Education - Intensive level of support is provided to students that are not making adequate progress in the Secondary Level of Support.