What Is Response to Intervention (RTI)?

Response to intervention (RTI) is a process used by educators to help students who are struggling with a specific skill; every teacher will use interventions with any student to help them succeed in the classroom—it's not just for students with special needs or a learning disability.

An RTI process provides extra help at increasing levels of intensity depending on how much progress students are making. RTI can be used at any grade level (preschool, elementary, middle or high school). It is most often used in reading or math.

In an RTI process, the progress students make at each stage of intervention is closely monitored. Results of this monitoring are used to make decisions about the need for further intervention in general education.

Parents Make the Difference Parents want the best for their children, including a successful and positive school experience. When a child is struggling in school there is no time to waste. Working together, parents and teachers can keep students on the road to school success and graduation. If your child is struggling in school it is important that you:

• Communicate with your child’s teacher(s)

• Ensure that your child attends school regularly

• Encourage your child to do well in school

• Understand the assessments (tests) your child takes

• Ask how you can help your child at home

• Understand and exercise your rights as a parent

• Collaborate with your child’s school

Tier 1:

Screening and Group Interventions The goal of RTI is to prevent failure and make all students successful learners. In Tier 1 all students receive high-quality, scientifically based instruction. Students who are “at-risk” are identified using universal screenings and, in some cases, results on state or district-wide tests. Tier 1 can include frequent progress monitoring of all students for a brief period. The length of time for Tier 1 can vary. At the end of this period, students not showing adequate progress are moved to Tier 2.

Tier 2:

Students not making adequate progress in Tier 1 are provided with more intensive services and specialized interventions to remediate defi cits. These services are provided in addition to instruction in the general curriculum. Interventions are provided in small groups in an appropriate setting. Progress on the targeted skill is monitored frequently to ensure adequate progress and learning. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier 3:

Students receive individualized (can be extremely small group), intensive (4-6 times in a six day cycle) interventions that target the student’s skill deficits for the remediation of existing problems and the prevention of more severe problems.