Response to intervention (rtI)
RTI is an ongoing system-wide framework for prevention and
early intervention that involves determining whether all students are learning,
progressing and/or excelling when provided with high quality instruction and
intervention in academics and behavior.
RTI requires educators to make a paradigm shift from keying in
on student deficits or eligibility for special education TO maximizing the
learning of all students.
The framework of RTI encompasses grades Pre-K through 12 and
includes educators from every area and grade of a district, as well as parent
and community representation.
Response to Intervention is supported by federal and state
education laws.
No Child Left Behind
· Focus on student progress; AYP for all students including
subgroups
· Use of scientifically -based instruction & intervention
· Mandated intervention to improve achievement
· Inclusion of all students in general curriculum
IDEA
· Prevention & early intervening services
· Access to high quality instruction
· Flexible assessment practices to judge students’ response
to interventions
· Tiered service delivery
· Determination of need for special education services based
on student response to interventions
“Response to Intervention (RtI) is the practice of providing
high quality instruction and interventions matched to student needs, monitoring
progress frequently to make decisions about changes in instruction or goals and
applying child response data to important educational decisions.” (NASDSE, 2005)
Myths
Myth #1: The outcome of RtI is special education
determination.
There are two overarching goals of RtI: 1) to deliver
evidence-based interventions and 2) to use students’ response to those
interventions as a basis for determining instructional needs and intensity.
Special education eligibility decisions can be a product of these efforts, but
this is not the primary goal.
Myth #2: Tier 3 is only special education.
Tier 3 is the most intense level of intervention provided in
general education. When it becomes necessary to meet a student’s needs in ways
that exceed the resources in general education or beyond what is available in
general education settings, then special education services may be warranted.
These services would be delivered in the least restrictive setting appropriate
and students receiving special education services are still considered general
education students first.
Myth #3: Full implementation of RtI at a systems level
requires only minor adjustments to the current system.
To implement RtI with integrity, a dramatic redesign of
general and special education is necessary. Districts need to critically
evaluate their current system of supports and resulting outcomes for their
students
This information was adapted from The Center for Regional
Educational Services at HCESC
www.hcesc.org/resources
early intervention that involves determining whether all students are learning,
progressing and/or excelling when provided with high quality instruction and
intervention in academics and behavior.
RTI requires educators to make a paradigm shift from keying in
on student deficits or eligibility for special education TO maximizing the
learning of all students.
The framework of RTI encompasses grades Pre-K through 12 and
includes educators from every area and grade of a district, as well as parent
and community representation.
Response to Intervention is supported by federal and state
education laws.
No Child Left Behind
· Focus on student progress; AYP for all students including
subgroups
· Use of scientifically -based instruction & intervention
· Mandated intervention to improve achievement
· Inclusion of all students in general curriculum
IDEA
· Prevention & early intervening services
· Access to high quality instruction
· Flexible assessment practices to judge students’ response
to interventions
· Tiered service delivery
· Determination of need for special education services based
on student response to interventions
“Response to Intervention (RtI) is the practice of providing
high quality instruction and interventions matched to student needs, monitoring
progress frequently to make decisions about changes in instruction or goals and
applying child response data to important educational decisions.” (NASDSE, 2005)
Myths
Myth #1: The outcome of RtI is special education
determination.
There are two overarching goals of RtI: 1) to deliver
evidence-based interventions and 2) to use students’ response to those
interventions as a basis for determining instructional needs and intensity.
Special education eligibility decisions can be a product of these efforts, but
this is not the primary goal.
Myth #2: Tier 3 is only special education.
Tier 3 is the most intense level of intervention provided in
general education. When it becomes necessary to meet a student’s needs in ways
that exceed the resources in general education or beyond what is available in
general education settings, then special education services may be warranted.
These services would be delivered in the least restrictive setting appropriate
and students receiving special education services are still considered general
education students first.
Myth #3: Full implementation of RtI at a systems level
requires only minor adjustments to the current system.
To implement RtI with integrity, a dramatic redesign of
general and special education is necessary. Districts need to critically
evaluate their current system of supports and resulting outcomes for their
students
This information was adapted from The Center for Regional
Educational Services at HCESC
www.hcesc.org/resources