What is Response to Intervention?

RTI stands for Response to Intervention. This method looks at the cause-effect correlation between academic
(also behavioral) intervention and the student’s response to the intervention. It is a general education initiative.
This method also allows educators to assist students who face academic and/or behavioral difficulties sooner
rather than later. This method also discourages the concept of waiting for students to fail before providing
evidence-based instruction. In addition, RTI is often displayed as a three-tier model, which we will cover. There
are four aspects of RTI: universal screening, progress monitoring, multi-tiered prevention system (MTSS), and
data-based decision making. I will list and expound upon each aspect.
Universal Screening
a. It is an assessment and intervention that predicts the potential poor learning outcome of students. The
assessments are given on grade level and to every student.
Progress Monitoring
a. A way to track the progress of students who face academic and behavioral difficulties. This occurs after
the universal screening.
The Multitiered Prevention System (MTSS)--- It is often shown as a model.
a. Tier 1:
a. This tier reflects the general education curriculum (high quality core instruction). All
students receive core instruction, and it is comprehensive as well as universal. About 80% of
the student population will receive this instruction only.
b. Tier 2:
a. Students in this tier will receive high quality core instruction as in Tier 1. These students will
be progress monitors biweekly and receive intense instruction in small group with ~15-20%
of the student population. c.
c. Tier 3:
a. Students are evaluated for a specific disability and may meet its criteria. Many students in
this tier receive special education services, not all. They receive more than two hours in one
subject and intensive assessment as well as intervention. In addition, students in this tier
receive Tier 1 and can receive Tier 2 instruction.

Data-Based Decision Making

a. Educators make decisions based on data received from benchmarks and progress monitoring.

Brown-Chidesey, R. & Steege, M.W. (2011). Response to intervention: Principles and strategies for effective
practice. Guilford Press.