Response to Intervention

New document:
Using Scientific Research-Based Interventions: Improving Education for All Students
Connecticut's framework for RtI

Response to Intervention (RtI) is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions.

The Core Principles of RtI:

We can effectively teach all children if we….

  1. Intervene early;
  2. Use a multi-tiered model of service delivery;
  3. Use problem-solving logic to make data-driven decisions;
  4. Use research-based, scientifically validated interventions/instruction to the extent available;
  5. Monitor student progress to inform instruction;
  6. Use data to make decisions;
  7. Use assessment for three different purposes: 1) screening; 2) diagnosis; and 3) progress monitoring.

National Association of State Directors of Special Education (NASDSE), Inc. (2005). Response to Intervention: Policy Considerations and Implementation. Alexandria, VA.

 

RtI requires a shift in thinking in the areas of student learning, assessment, and instruction.

Learning shift: Each student can learn if matched with effective instructional strategies.

Assessment shift: Assessment is no longer placement-oriented, but is now teaching-oriented (i.e., focused on what to teach and how to teach it).

Instruction shift: Effective teaching practices should be used school-wide.  If integrity of implementation can be ensured, change practices only when evidence proves otherwise.