Response to Intervention

What Is Response to Intervention (RTI)?

Tennessee uses a “Response to Intervention and Instruction” (RTI²) model of tiered interventions. The RTI² framework is a multi-tiered delivery system that allows for an integrated, seamless problem-solving model that addresses individual student needs. Research based interventions are systematically provided to any student found to be underachieving based on the results of regular screenings. Students in Blount County are currently screened using the STAR or i-Ready assessments in early literacy skills, reading, and math. RTI² represents a continuum of increasing support that is available to students to meet their individual needs within the general education setting.

The intensity of interventions is determined by the degree of underachievement and response to any previous interventions. The goal of providing interventions in the area of skill deficit is to help students gain appropriate skills and to prevent the need for special education services. The RTI² framework relies on the premise of high-quality instruction and interventions tailored to student need where core instructional and intervention decisions are guided by student outcome data.

RTI² Tiers Explained

Tier I

All students receive research-based, high quality, general education instruction using Tennessee academic standards in a positive behavior environment that incorporates ongoing universal screening and ongoing assessment to inform instruction. This is the standard classroom instruction that every student receives. Approximately 80-85% of students are expected to score within the average range based on this level of instruction. It is provided to all students, including those receiving special education services (unless otherwise determined by the IEP team). It consists of 90-150 minutes of reading and 60-90 minutes of math (depending on grade). Instructional decisions are driven by ongoing formative assessment.

Tier II

In addition to Tier I, interventions are provided to students that are found to be underachieving (below the 16th percentile) on universal screening and are struggling academically. Research-based interventions are provided to students within their specific areas of deficit. Approximately 10-15% of students are expected to need this level of support. Tier II provides 30 minutes of small group reading and/or math interventions in addition to regular Tier I instruction.

Tier III

In addition to Tier I, additional interventions are provided to students who have not made significant progress in Tier II (or for those who are found to have very low academic skills). Tier III interventions are more explicit and more intensive than Tier II interventions. Research-based interventions are provided to students within their specific areas of deficit. Tier III provides 40-60 minutes (depending on grade) of reading and/or math interventions in addition to regular Tier I instruction. It is provided in a smaller group setting than Tier II. Approximately 3-5% of students are expected to need this level of support.

Special Education Referral

Students who do not show adequate growth in basic skills following the provision of research based interventions are referred for an evaluation for a Specific Learning Disability in their area of skill deficit. If a student needs a more intensive level of support than Tier III, this is when the school team and/or parents should consider the need for special education services. An psycho-educational evaluation would be needed to determine eligibility for special education services. A Specific Learning Disability is an educational disability that can be identified through the RTI² system. A learning disability is determined, in part, by analyzing the student’s response to the RTI² interventions that were provided.