Response to Intervention (RtI) - What it is and what it isn't

RtI - What it is . . .

In its simplest definition, Response to Intervention is a multi-tiered framework approach that provides for early identification and intervention for struggling students based on student data.  Through ongoing progress monitoring and universal screening, both the learning rate and the level of performance of individual students are assessed.  RtI ensures that learning is taking place within the general education classroom with appropriate instruction. When students need additional support high quality, scientifically based instructional interventions that align with standards are used to scaffold student learning and provide the additional support needed to achieve strong academic results.

While there is not one single, widely practiced RtI “model”.  Generally it is defined as a three-tiered model. 

Tier 1 – Classroom instruction that includes:

• Core classroom instruction that is differentiated and utilizes strategies and materials    that are scientifically research-based and meets the needs of 80% of all students
• Instruction that is delivered by highly qualified teachers
• Universal screening and progress monitoring of all students
• Decisions that are made based upon student data

Tier 2 – Targeted interventions that provide for:

• Supplemental instruction in area(s) of concern
• Targeted skill instruction with increased frequency, intensity, and/or duration
• Small group or individual instruction using evidence based instructional/behavioral interventions
• Frequent progress monitoring of student data

Tier 3 – Intensive interventions that provide for:

• Individualized interventions that target specific skill deficits
• Remediation of relevant skills or compensatory strategies
• Intense monitoring of student data that helps to direct the teaching process

RtI - What it isn't . . .

• another instructional program or parallel curriculum
• merely a pre-referral process to place students into Special Education
• the same school-to-school or district-to-district
• a separate or stand alone initiative
• an added resource (teacher, classroom, program) or an added instructional period alone

Resources:

The National Center for Learning Disabilities, Inc., http://www.rtinetwork.org

D Fuchs, LS Fuchs (2006). Introduction to Response to Intervention: What, Why, and How Valid Is It?. Reading Research Quarterly,

Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (2007). Response to Intervention at School: The Science and Practice of Assessment and Intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden, Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (pp. 3–9). New York: Springer.

Kathy Steffens is a Special Educator with 20+ years experience.  She is available for questions regarding district RTI implementation and staff development training.  You can reach her at RightResponsetoRTI@gmail.com