About RtI

About RtI

District 118 Response to Intervention Plan (pdf document)  

What is Response to Intervention (RtI)?

According to national researchers and practitioners, RtI is “the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.”  NASDE 2005

Put more simply, RtI is a method of identifying student needs early and targeting instruction to match those needs.  We do this first by providing high quality, research-based core instruction to all students. (Tier 1). This instruction should meet the academic and behavioral needs of the vast majority (75-80%) of students.  For a small percentage of students (20%) we supplement that instruction with additional research-based interventions where needed (Tier 2).  There may be an additional 1-5% of students who need short term intensive support to meet instructional or behavioral benchmarks (Tier 3).

Why are we using RtI?

RtI is supported by state and national laws including No Child Left Behind (NCLB 2002) and the reauthorization of the Individuals with Disabilities Education Act (IDEA 2004)  that provide for the use of RtI as a part of the process to determine eligibility for SLD.  Illinois Rule 226.130 requires the use of “a process that determines how the child responds to scientific, research-based interventions as part of the evaluation” for SLD.  Illinois districts are to implement the use of RtI as part of their SLD evaluation process by the 2010-2011 school year.

What are the essential components of RtI?

  • Students are supported through the use of a coordinated, multi-tiered system of student support. 

  • RtI is not just a general education nor a special education initiative, but an ‘every-ed’ initiative.  Personnel, materials and expertise are merged to meet the academic and behavioral needs of ALL students. 

  • RtI is an intervention for students who are at risk. These are students who may fail to achieve instructional and behavioral milestones necessary for ongoing school success without additional instruction and support. 

  • RtI is not ‘wait to fail’, but a proactive approach to identifying students’ needs early before failure is experienced and while learning ‘gaps’ are easier to address.

  • RtI uses research-based, scientifically validated instruction and intervention that is matched to student need. Data is used to make educational decisions about instruction and materials. Interventions are documented and delivered with integrity.

  • RtI uses a problem-solving method to identify the problem, analyze the cause, develop and implement a plan, and evaluate plan effectiveness.  This procedure may be used on a school, class, small group, or individual level.

Core Principles of RtI

  • We can effectively teach all children.

  • Intervene early.

  • Use a multi-tier model of service delivery.

  • Use a problem-solving method to make decisions within a multi-tier model.

  • Use research-based, scientifically validated interventions/instruction to the extent available.

  • Monitor student progress to inform instruction.

  • Use data to make decisions. A data-based decision regarding student response to intervention is central to RtI practices.

  • Use assessment for three different purposes: screening to identify struggling students, diagnostics to further assess students' needs, and progress monitoring to determine if interventions are benefiting students.

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