Response to Intervention (RtI)

  • What is RtI?

    Response to Intervention (RtI) is a multi-step framework for…

    • identifying early, through targeted assessments, which children are in need of support and challenge to best meet their needs;
    • establishing the type, timing, and intensity of interventions that will be put in place to help them succeed; and
    • assessing the effectiveness of instruction and interventions. 

    Foundational Principles of RtI

    There are several foundational principles of the District 28 RtI framework:

    1. The framework covers every aspect and area of a child’s school experience – from regular education to special education, from academics to behaviors, and everything in between.
    2. All students can learn and make progress if given ongoing, high-quality educational experiences that are adapted to student needs.
    3. The framework requires a collaborative effort among all staff members.  Responsibility for student success is shared by general education and student services.
    4. Each school must ensure that school-related factors exterior to the child (e.g. curriculum, instruction, school and classroom environment, etc.) have been examined prior to assuming that student factors (or disabilities) are responsible for student performance.
    5. Early identification of potential problems for a child improves his/her chances of success because early interventions can then be provided.
    6. Student performance data, periodically collected from multiple sources, guide our decisions.  This will determine how we:
    • assess the impact of our instruction
    • identify interventions using various methods and materials
    • allocate resources
    • design our professional development
    • make decisions about eligibility for special programs. 

    7. The tiered instruction and assessment model, when implemented with fidelity and integrity, addresses the needs of the child and can contribute to the process for special education eligibility.

    8. Parent/Guardian participation and involvement are fundamental to a child’s success.

    9. The framework uses a three-tiered model to differentiate learning experiences for students.  Increasing levels of support are based on increasing levels of need. The goal is to provide necessary supports to enable student success in the core curriculum.

    Tier 1

    The District’s core educational program is the basis for Tier 1 and includes differentiated instruction that occurs at the classroom level.  Classroom teachers are the first line of early intervention.  Instruction must be of the highest quality to ensure student growth.  Students are universally screened, periodically, to establish an appropriate baseline and identify learners in need of additional levels of support.

    Tier 2

    If students do not make adequate progress in Tier 1, more intensive and targeted interventions are provided in addition to the instruction in the core curriculum.  Progress is monitored more frequently.

    Tier 3

    At Tier 3, students are receiving more individualized intervention of greater intensity tied directly to their needs as determined by diagnostic assessment and response to interventions.  A child in Tier 3 may or may not be formally identified for a District program such as special education or EXCEL.  Progress continues to be frequently monitored. 

    1. As a general rule of thumb, the core curriculum and instructional methods found in Tier 1 should ensure at least 80% of the students’ needs are being met, with all other students receiving additional support to meet their needs. 

    RtI Framework Success

    The framework’s success is contingent upon…

    1. a well-defined, strong core curriculum;
    2. the implementation of routines and procedures that support the RtI Foundational Principles;
    3. continually asking questions and actively seeking out new ideas and approaches to refine and improve the children’s educational experiences;
    4. the utilization of data-based decision making;
    5. well-prepared staff members who continually learn, grow and collaborate as professional educators.