Response to Intervention (RTI)

Response to Intervention (RTI) introduces a conceptual framework (not another program) to SBSD that integrates what is working well (data-based decision making; Student Support Teams) and emphasizes the importance of early identification and using assessments to match students' needs to interventions in the least restrictive setting. This multi-tier system of supports offers a comprehensive continuum of evidence-based, systemic practices to support a rapid response to a child's needs with data based instructional decision-making.

Response to Intervention is a school-based, multi-level prevention system that maximizes student achievement and reduces academic, social/emotional and behavior problems.

With RTI, schools 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.

The four essential components of RTI, as outlined by the National Center on Response to Intervention:

Multi-level Prevention System

  • Multi-level prevention system includes three levels of intensity or prevention. The primary prevention level includes high quality core instruction. The secondary level includes evidence-based intervention(s) of moderate intensity. The tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention.

Universal Screening

  • Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional testing or short-term progress monitoring to corroborate students' risk status.

Progress Monitoring

  • Progress monitoring is used to assess students' academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

Data-Based Decision-Making

  • Data analysis and decision making occur at all levels of RTI implementation and all levels of instruction. Teams use screening and progress monitoring data to make decisions about instruction, movement within the multi-level prevention system, and disability identification (in accordance with state law).
  • Attention should focus on fidelity of implementation and selection of evidence-based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths.