RTI:
Key Points about
Response to Intervention
What is Response to Intervention?
Welcome to the Texas A&M
Teaching Conference! In this
session we are focusing on
Response to Intervention.
You will leave this session
with information about RTI
and on how to implement it in
your classroom.
The National Center on Re-
sponse to Intervention be-
lieves that rigorous imple-
Four Essential
Components of RTI
The four essential compo-
nents of RTI include 1) a
school-wide, multi-level in-
structional and behavioral
system for preventing school
failure, 2) screening, 3) pro-
gress monitoring, and 4) data
-based decision making for
instruction, movement within
the multi-level system, and
disability identification (in
accordance with state law).
RTI:
What is Re-
sponse to Inter-
vention?
1
Four Essential 1
Components of
RTI
mentation of RTI includes a disabilities and other disabil- Levels, Tiers, 2
combination of high quality, ities. and Interven-
culturally and linguistically Response to intervention tions
responsive instruction, as- integrates assessment and
sessment, and evidence- intervention within a multi-
based intervention. The “What” Part 2
level prevention system to of the Definition
Further, the NCRTI believes maximize student achieve-
of RTI
that comprehensive RTI im- ment and to reduce behavior-
plementation will contribute al problems.
to more meaningful identifi- With RTI, schools use data The “How” Part 2-
cation of learning and behav- to identify students at risk of the Definition 3
ioral prob- for poor learning outcomes, of RTI
lems, im- monitor student progress,
prove in- provide evidence-based in-
structional terventions and adjust the Frequently 3
quality, intensity and nature of those Asked Questions
provide all interventions depending on a
students student’s responsiveness, and
with the identify students with learn-
best op- ing disabilities or other disa-
portunities
bilities.
to succeed Four Essential
in school, Through this conference, we
and assist will discuss into Response to Components of
with the Intervention further, key RTI:
identifica- points surrounding it, how to
tion of implement, and FAQs about • Multi-Level In-
learning RTI. structional and
Behavioral System
for Preventing
School Failure
• Screening
• Progress Monitoring
• Data-Based Deci-
sion Making for
Instruction, Move-
Data-bases decision ment within the
making is the es- Multi-Level System,
sence of good RTI and Disability Iden-
practice and is es- tification
sential for the other
three components.
All of these compo-
nents must be imple-
mented using cultur-
ally responsive and
evidence-based prac-
tices.
Levels, Tiers, and Interventions
The “What” Part of the Definition of RTI
RTI integrates student assessment and
instructional intervention. RTI is a
framework for providing comprehension
support and not an instructional prac-
tice. It is a prevention oriented ap-
proach to linking assessment and in-
struction that can inform educators how
to teach their students.
A goal of RTI is to minimize the risk for
long-term negative learning outcomes by
responding quickly and efficiently to
documented learning or behavioral prob-
lems and ensuring appropriate identifi-
cation of students with disabilities.
The “How” Part of the Definition of RTI
There is a two stage screening process
to identify students at risk for poor
learning outcomes or challenging behav-
ior. There is universal screening that
looks at the level of all students, and if
students score below the cut point they
move onto the second stage. The second
stage more accurately predicts students
at risk. These screening tools must be
reliable, valid, and accurate.
When a student is identified as needing
additional intervention, research based-
In RTI, there are different categories
called either tiers or levels. There are
three different levels of intervention,
primary, secondary, and tertiary.
In each tier of intervention, there are
multiple interventions that can be
used. When looking at a diagram of
RTI levels, you start at the bottom
and go to the top. The lower level is
largest since the most students are
here and the top level is the smallest
since the smallest amount of students
are here.
Regardless of the number interven-
tions a school or district implements,
each should be classified under one of
A rigorous multi-level prevention system
provides for the early identification of
learning and behavioral challenges and
timely intervention for students who are
at risk for long-term learning problems.
This system includes three levels of
intensity or prevention, which represent
a continuum of supports.
RTI can be used to both maximize stu-
dent achievement and reduce behavioral
problems. This framework provides a
system of interventions of increasing
intensity that effectively integrate in-
struction with positive behavioral sup-
Evidence-Based Interventions
Data from scientific, rigorous research
designs have demonstrated the efficacy
of the intervention and is shown to
improve the results of students who
receive the intervention
Research-Based Curricula
May incorporate design features that
have been researched generally;
however, the curriculum or program as
a whole has not been studies using a
rigorous design
the three levels of prevention. This will
allow for a common understanding across
schools, districts, and states. While
there are differences in the number of
interventions, these schools will have a
common understanding of the nature and
focus of the secondary prevention level.
The primary level provides quality core
instruction that meets the needs of
most students. The secondary level pro-
vides evidence-based intervention(s) of
moderate intensity that addresses the
learning or behavioral challenges of most
at-risk students. The tertiary level pro-
vides individualized intervention(s) of
increased intensity for students who
show minimal response.
ports. RTI can be At all levels,
used to ensure
appropriate iden- attention is on
tification of stu- fidelity of
dents with disa- implementation,
bilities. This im- with consideration
proves perfor- for
mance and behav- cultural and
ior and helps to linguistic
reduce the likeli- responsiveness
hood that stu-
dents are wrongly
and recognition of
student
identified as hav-
ing a disability. strengths.
curricula and evidence-based interven-
tions are provided. This is often done
through small-group instruction to ad-
dress the specific problem. These inter-
ventions are well defined in terms of
duration, frequency, and length of ses-
sions. Students who respond well to this
intervention return to primary preven-
tion with ongoing progress monitoring.
Students who show minimal response to
secondary prevention more to tertiary
prevention where more intensive and
individualized supports are provided.
The “How”
Part of the
Definition
of RTI
• Monitor Student Progress
• Adjust the intensity and
nature of interventions
depending on a student’s
responsiveness
• Identify students with
learning disabilities or other
disabilities
• Use data to inform decisions
at the school, grade, or
classroom levels
Response to
Intervention
Frequently Asked Questions
What impact does RTI have on students who
are not struggling?
An important component of an effective RTI
framework is the quality of the primary pre-
vention level, where all students receive high
quality instruction that is culturally and lin-
guistically responsive and aligned to a state’s
achievement standards. This allows teachers
and parents to be confident that a student’s
need for more intensive intervention or refer-
ral for special education evaluation is not due
to ineffective classroom instruction.
What are culturally and linguistically respon-
sive practices?
The use of culturally and linguistically respon-
sive practices by teachers and other school
staff involves purposeful consideration of the
cultural, linguistic, and socioeconomic factors
that may have an impact on students’ success
or failure in the classroom. Attention to these
factors, along with the inclusion of cultural
elements in the delivery of instruction, will
help make the strongest possible connection
between the culture and expectations of the
school and the culture(s) that students bring
to the school. Instruction should be differen-
tiated according to how students learn, build
on existing student knowledge and experience,
and be language appropriate.
What are differentiated learning activities?
Teachers use student assessment data and
knowledge of student readiness, learning pref-
erences, language and culture to offer stu-
dents in the same class different teaching and
learning strategies to address their needs.
Differentiation can involve mixed instructional
groupings, team teaching, peer tutoring, learn-
ing centers, and accommodations to ensure
that all students have access to the instruc-
tional program. Differentiated instruction is
NOT the same as providing more intensive
interventions to students with learning prob-
lems.
What is meant by core curriculum within the
RTI framework?
The core curriculum is the course of study
deemed critical and usually made mandatory
for all students of a school or school system.
Core curricula are often instituted at the
elementary and secondary levels by local school
boards, Departments of Education, or other
administrative agencies charged with oversee-
ing education.
What is tertiary prevention?
Tertiary prevention, the third level of the RTI
prevention framework, is the most intensive of
the three levels and is individualized to target
each student’s area(s) of need. At the tertiary
level, the teacher begins with a more intensive
version of the intervention program used in
secondary prevention (e.g., longer sessions,
smaller group size, more frequent sessions).
However, the teacher does not presume it will
meet the student’s needs. Instead, the teach-
er conducts frequent progress monitoring (i.e.,
at least weekly) with each student. These
progress monitoring data quantify the effects
of the intervention program by depicting the
student’s rate of improvement over time.
When the progress monitoring data indicate
the student’s rate of progress is unlikely to
achieve the established learning goal, the
teacher engages in a problem-solving process.
How does an RTI framework work in con-
junction with inclusive school models and
Least Restrictive Environment? Aren’t stu-
dents requiring more intensive levels of
instruction removed from the general educa-
tion classroom to receive those services?
Within an RTI framework, the levels refer
only to the intensity of the services, not where
the services are delivered. Students may re-
ceive different levels of intervention within
the general education classroom or in a sepa-
rate location with a general education teacher
or other service providers. This is an im-
portant decision for educators to consider
carefully.
Can students move back and forth between
levels of the prevention system?
Yes, students should move back and forth
across the levels of the prevention system
based on their success (response) or difficulty
(minimal response) at the level where they are
receiving intervention,. Also, students can
receive intervention in one area at the second-
ary or tertiary level while receiving instruction
in another area in primary prevention.