Response to Intervention
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Glossary of Key RtI Terms
Response to Intervention (RtI) is an approach that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction/intervention that is matched to students' academic, social-emotional, and behavioral needs. A continuum of intervention tiers with increasing levels of intensity and duration is central to RtI. Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning.
LASEC’s Core RtI Principles
Use a problem-solving team process: When teams use a clearly defined problem-solving process, they can pinpoint learning problems and determine why they are happening, identify interventions that will help rectify the problems, and monitor student progress to ascertain whether the interventions worked.
Use assessment: Three types of assessments – screening, diagnostic, and progress monitoring – are used to gauge the extent of student learning.
Use evidence-based instruction in a multi tiered model: Instructional practices and interventions that have foundations in scientifically based research accelerate student progress. Curriculum and instruction should have demonstrated effectiveness for the student’s situation and the school setting.
Monitor progress: Progress monitoring is a form of dynamic assessment that measures change in students’ level or rate of learning. The best progress monitoring tools are sensitive to growth and can be applied frequently to monitor student progress over time.
Use data: Student data should be used to make instructional decisions and determine classification and placement decisions (e.g., moving students from the first to the second tier of intervention). This requires that an ongoing data collection system be in place.
Shared Leadership is Key: All children can learn and educational leaders are responsible for identifying and fostering conditions that promote learning for all children.
Adapted from