What Is RtI?
Response to Intervention (RtI) is a multi-tier approach to the early identification and support of students with learning and behavior needs.
The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists.
Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to the instruction. RtI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
For RtI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:
- High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
- Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RtI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
- Tiered instruction. A multi-tier approach is used to differentiate instruction for all students efficiently. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
- Parent involvement. Schools implementing RtI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.
The RtI Model
A comprehensive RtI model combines effective instruction and process monitoring linked to strategic intervention. At the core, RtI is a data-based problem-solving process. While there are many sound problem-solving models and processes, all of the effective ones have four primary components:
- Problem identification: What is the problem?”
- Problem Analysis: “Why is the problem occurring?”
- Intervention: “How will we solve the problem?”
- Evaluation: “Did the intervention work to solve the problem?”
RtI begins in the general education classroom, with evidence-based curricula taught by highly qualified teachers (HQT) who use effective instructional and differentiated practices and who are supported by effective classroom management and positive classroom process.
The goal of RtI is to support the learner to become an independent learner and self-manager of emotions and behaviors. The focus is on favorable student outcomes that will best equip the learners to ultimately become ready for college and careers.
Academics: RtI involves the ongoing process of providing effective, differentiated instruction to all students and determining their mastery of material through authentic curriculum-based, formative assessments and progress monitoring. Student grades, work samples, and authentic assessments; teacher observations and evaluations and evaluations (current and prior); state standardized assessments and other benchmark assessments and student self-reports should be used as part of the universal screening.
Behavior: RtI also involves the ongoing process of creating and maintaining positive classroom climates, using effective classroom management strategies and social skills instruction and determine students’ mastery and demonstration of pro-social skills through classroom assessments, behavioral observations and reports from teachers and other staff in the classroom.