Response to Intervention (RTI)
RTI refers to any set of activities designed to evaluate the effectiveness of instructions, or interventions, on student achievement. RTI is a systematic process to determine whether change has occurred and under what conditions.
The basic process of RTI is as follows:
- A student with academic delays or behavioral difficulties is given one or more research-validated interventions.
- The student's academic or behavioral progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers or remediate behaviors.
- If the student fails to show significantly improved academic skills or behaviors despite several well-designed and implemented interventions, this failure to 'respond to intervention' can be viewed as evidence of an underlying disability.
In the RTI model, the student would be referred for a special education evaluation if:
- A series of research-based interventions have been attempted
- There is documentation that the interventions were carried out as designed (treatment/intervention integrity)
- Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a ‘discrepancy in rate of learning’ relative to grade-peers).
- RTI assists in the diagnosis of educational disabilities in that it allows schools to intervene early to meet the needs of struggling learners.
- RTI maps those specific instructional strategies found to benefit a particular student. This information can be very helpful to both teachers and parents.
- RTI can also remediate behavioral difficulties to prevent further academic, social-emotional, or behavioral de-escalation.