Response to Intervention

What is RtI?

Response to Intervention (RtI), also known as Scientifically Researched Based Interventions (SRBI) in the state of Connecticut, is a federally mandated process that incorporates a multi-tiered approach to the early identification and support of students with learning and behavioral needs. The process begins with the belief that each student who enters the school should receive high quality instruction that is supported by research and best practices (tier 1). Further, after it is accepted that all students are receiving this high quality core instruction, universal screens are used to help identify students who may require levels of support and intervention despite a strong tier one foundation of instruction. Screens for various concerns, including reading, writing, math, and behavior, are universal in nature in that they are administered to all students.

Based upon these universal screens, students are identified who may require support in any of the above mentioned areas. As a result, identified students are provided with targeted interventions in their area of need that are increasingly intensive in duration and/or frequency to help close the gap on the student’s learning difficulties. Furthermore, interventions that are implemented are highly researched and supported as effective techniques for academic or behavioral amelioration; hence the term ‘Scientifically Researched Based Interventions’.

RtI/SRBI is a paradigm that is generally conceptualized as a three tier approach. As previously discussed, tier 1 involves all students in a given school and is founded upon high quality instruction in the classroom level. Philosophically, tier 1 should suffice for the learning needs of approximately 80% of the student population. Students who are not making adequate progress at a tier 1 level are then entered into tier II and provided with increasingly intensive interventions. Tier II is usually a pull out service where a student works in a small group, several times a week, with an appropriate interventionist (reading or math teacher, reading or math paraprofessional, school psychologist etc.). Approximately 10-15% of students require tier II support and interventions. Once entered into Tier 2, a student’s progress is highly monitored using qualitative and quantitative measures. Data based decisions are then made to determine whether a student requires the same level of intervention, can be moved to a less intensive tier, or if the student requires even more intensive support. If a student is not making adequate progress at a tier II level, the decision can be made to move a student to tier III, where they would be receiving the highest level of intervention. Tier III often accounts for 5-10% of the student population. Again, students at tier III are usually pulled-out of class to receive frequent and intense interventions.

Finally, students who do not achieve the desired level of progress in response to interventions, and the data collected indicates that the student is not improving, a referral to special education can occur where comprehensive evaluations will be considered for eligibility for special education under the Individuals with Disabilities Education Improvement Act. Importantly, the data collected from interventions done at tiers 1-3 will be instrumental in making this eligibility determination. In cases of a suspected learning disability or emotional disability, data regarding a student's progress with tiered intervention at all three levels, is required.