Response to Intervention

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Building Principals

DEFINITION OF RTI

Response to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying student-outcome data to important educational decisions. RtI should be applied to decisions in general, remedial and special education, creating a well-integrated system of instruction/intervention, guided by student outcome data. (NASDSE, 2008).

WHAT IS IT?

RtI is based in the general education classroom, where teachers routinely implement a strong and rigorous standards-based learning environment. RtI is at the core of school improvement to ensure we reach all students, especially those whose academic skills or behaviors are below expectations. RtI holds at its core the expectation that the educational needs of every student are the work and responsibility of every staff member. Furthermore, the RtI process is the framework to address those needs. Students requiring interventions to meet individual learning expectations will receive support through a systematic and purposeful process.

WHY DO IT?

RtI is an evidence-based approach to early intervention for students struggling with learning or behavior in general and special education settings. Its core principles are that at Tier 1, evidence-based instruction is provided with fidelity, student progress is monitored frequently, students' responsiveness to intervention is evaluated and instruction is adapted as needed (National Association of State Directors of Special Education, 2005; Vaughn & Fuchs, 2003). Both federal legislation and state initiatives have endorsed the effectiveness of RtI.

THE IMPORTANCE OF STUDENT-OUTCOME DATA

Student outcome data are crucial to:
  • Make accurate decisions about the effectiveness of general and remedial education instruction and interventions
  • Undertake early identification and intervention with academic and behavioral problems
  • Prevent unnecessary and excessive identification of students with disabilities
  • Form decisions concerning eligibility for special programs and deliver and evaluate special education services (NASDSE, 2008)