Response to Intervention (RtI) is a multi-tiered prevention/intervention system to maximize student achievement and reduce behavior problems through quality instruction.

There are important criteria that must exist within each Tier in regards to instruction and screening.

Tier 1 consists of ensuring quality school-wide instruction through research-based general curriculum for academics and behavior. School-Wide Positive Behavior Support is utilized as a prevention method.

Also in Tier 1, all students are screened through tri-annual benchmarking (universal screening) to evaluate the effectiveness of the school’s Tier 1 instruction, and also to identify students who may not be responding sufficiently to Tier 1 instruction.

In Tier 2, students are identified from the universal screening measures and targeted for additional interventions. Targeted students should not represent more than 5-10% of the overall student population. Interventions within Tier 2 are research-based strategies that target students’ challenge areas (i.e., reading fluency, math computation, social skills, etc.) and occur in addition to Tier 1 instruction. Students are assessed repeatedly at determined intervals (e.g., weekly) to monitor their progress toward meeting a set goal. Students who respond to Tier 2 and meet their goal then move back into Tier 1. Studetns who do not respond or make sufficient progress toward meeting their goals are moved to Tier 3.

In Tier 3, interventions are increased in frequency, intensity, or duration. Assessmeent within this Tier involves identifying specifics of a student’s challenges. Progress monitoring continues to occur regularly to determine if students are on track to meet their goal.

All decisions within the RtI framework are data-based.

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 students responsiveness. Students who do not respond at the most intense levels may then be considered for a special education referral.

Through this process, ongoing data collection is used to recognize students with learning disabilities much earlier than in the past. This allows students to be provided with the help they need before further learning disabilities develop.