What is Response to Intervention?

Response to Intervention is an outgrowth of changes in the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) legislation. Rules and regulations have varied from state to state and level to level. Previously, children who struggled academically in school had to:

  • Fit the qualifications of a legislated category (special education, 504, English Language Learners) to ensure there was funding for extra services;
  • Fall significantly before being served

Response to Intervention’s goal is to meet the needs of all students. Response to Intervention is an individual, comprehensive, student-centered problem-solving process that is implemented in the general education/core curriculum (Tier 1) classroom. Educators employ research/evidence-based interventions (instruction) in their efforts to increase student achievement. Response to Intervention then uses systematic monitoring of student progress to track student success and make informed decisions regarding instruction. A student’s lack of response to regular education interventions becomes the determinant of need for additional, more intense interventions.

The District #205 RtI Plan:

Download/Read the District #205 RTI Plan

Tier 1 - Whole Class:

Classroom Setting: For ALL students involved in whole-class, core curricular instruction & assessment activities.

Teachers provide differentiated instructional activities to all students in Tier 1 to help them master the core curriculum.

At least 80% of students should respond well to Tier I instruction & assessment activities.

ALL students in grades K-8 are assessed three times/year in Reading and Math using the AIMSweb Universal Screener. Teachers will use AIMSweb data and other assessments to make appropriate instructional and curriculum decisions for students.

High school student's assessment data and academic history from previous schools/grade- levels will be examined for trends as a guide for appropriate class placement and/or the need for additional instructional and curriculum support.

Tier 2 - Small Group:

For some students that do not respond to the Tier I/core curriculum instruction.

Students may be assembled into small groups to participate in additional teacher-delivered interventions (focused instruction/activities) specifically designed to help them master the core curriculum and content.

Students response to the intervention(s) will be monitored two times/month (every other week) to determine their progress and success of the instruction.

Less than 20% of students will participate in Tier 2 activities.

Tier 3 - One-to-One:

For a very few number of students who have not responded successfully to both Tier 1 & Tier 2/core curriculum instruction and assessment activities.

Students will be considered to participate in additional intensive teacher-delivered interventions (targeted instruction/activities) matched to the specific needs of the student and designed to help them master the core curriculum and content.

Student's response to intervention(s) will be monitored weekly to determine their progress and success of the instruction.

Less than 5% of students will participate in Tier 3 activities.

Suggested Research-based Strategies that are Particularly Useful in...

Tier 1:

  • Concept Mapping (a.k.a. thinking maps)
  • Cooperative learning
  • Differentiated instruction
  • Direct vocabulary instruction
  • Flexible grouping
  • Graphic organizers
  • Mnemonics
  • Modeling
  • Project-based learning
  • Scaffolding
  • Identifying similarities and differences
  • Summarizing and note-taking
  • Reinforcing effort & providing recognition
  • Homework and practice
  • Nonlinguistic representations
  • Setting objectives and providing feedback
  • Generating and testing hypotheses
  • Cues, Questions & Advance Organizers
  • Multiple exposures to key details.
  • Dramatic representation of key details
  • Using simulations to model real-life experiences
  • Role play
  • Breaking down complex skills into short segments and allowing frequent practice
  • Using wait time following questioning
  • Helping students to set personal learning goals.

Tier 2 & 3 (in addition to Tier 1 Strategies):

  • Small, flexible grouping
  • Using manipulatives
  • Reviewing past information before presenting new
  • Delivering instruction in short sessions.
  • Giving students a task card.
  • Using reading partners and peer or adult mentors to provide academic support
  • Providing varied texts or materials at students’ instructional level
  • Providing feedback to students following each segment of instruction
  • Using multi-sensory techniques to present information
  • Increasing the use of visuals, charts and models for concept reinforcement
  • Providing audiotapes of lectures or literature read
  • Increasing the amount of practice opportunities using multiple modalities
  • Reinforcing memorization of steps using repetition.
  • Providing students with an easy-to-follow visual that specifies problem-solving steps.