Response to Intervention


What is Response to Intervention (RTI)?

Response to Intervention (RTI) is a tiered approach to early identification, instruction, and intervention to meet the individualized needs of all students.  The RTI process involves three tiers, or “doses,” of support in our schools. Tier I is characterized by the following components:
  • Universal screening for all students in literacy and mathematics in grades K-8 (coming Winter, 2014)
  • Guaranteed, research-based Tier I instruction for all students in grades K-8 through balanced literacy and balanced mathematics instruction
  • Ongoing progress monitoring and comprehensive assessment to drive instruction and intervention
  • Embedded small-group and 1:1 instruction and intervention to personalize learning

Find RTI Resources to Support Instruction and Intervention

What if students do not respond to Tier I instruction?

In an RTI model, when students do not respond adequately to Tier I instruction and intervention, a “second dose” of intervention, known as “Tier II,” is applied. Tier II is characterized by the following attributes:

  • The student is referred to a school-based RTI Team (coming Winter, 2014) to oversee development of and Intervention Plan
  • A distinct “second dose” of intervention is applied in addition to Tier I instruction
  • Tier II is typically provided by the educator most highly qualified to deliver the intervention
  • Regular progress monitoring informs the RTI Team of success or need for further intervention planning
  • Tier II is a general education intervention dose 

What if students do not respond to Tier II interventions?

When students do not respond adequately to Tier II intervention, the RTI Team reconvenes to revise the intervention plan and apply new strategies. If revised Tier II strategies continue to be inadequate, the team refers the student to the Child Study Team (CST) to explore the presence of a disability. If the referral process reveals the presence of a disability, Tier III interventions are applied. Tier III intervention is characterized by the following:
  • Provision of a third “dose” of intervention distinct from Tiers I and II, provided by intervention specialist such as a special educator or school psychologist
  • Regular progress monitoring to measure growth and impact of intervention strategies
  • Careful blending of strategies applied across all three doses