Response to Intervention (RtI) is a multi-tiered instructional framework based on the philosophy that all students can be successful. This is achieved primarily by providing research-based instruction, providing small group and individual early intervention services, and monitoring students’ responses to those services.
In Tier I instruction, all students receive research-based instruction and programs. Most students (typically 80 to 85% or more) are successful. Students’ progress is regularly monitored during Tier I instruction; usually at the beginning, middle and end of the year to determine students’ progress and to identify those who may be less successful.
Students’ whose progress fall below an established benchmark in Tier I instruction are provided additional small group support through Tier II instruction, specific to the areas of difficulty experienced. Typically around 10 to 15% of students may need this additional level of support. Students’ progress is assessed through bi-weekly measures and charted and monitored to determine if the progress demonstrates sufficient student response to instruction.
A very limited number of students may require Tier III instruction. Tier III instruction provides more time and resources to develop students’ academic or behavioral skills. Students’ progress is assessed through bi-weekly measures and the length and intensity of support may vary. Teacher teams who monitor students who do not demonstrate sufficient response to this multi-tiered approach to learning may refer students for evaluation of special education eligibility.
RtI is a proactive approach and framework for providing appropriate learning experiences for all students. In addition, it serves as an early identifier of students who may be at risk for academic or behavioral difficulties. RtI is a school division’s best effort to act on its belief that all students can succeed.