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Response to Intervention 


What is RtI?

RtI is a means of providing early intervention in the general education program. There is often a

misconception that RtI is a special education program and this is false. In fact, schools must

demonstrate evidence that early intervention has been attempted through a three tier model before

consideration of special education services. By using RtI, teachers and other school staff members are

able to identify challenges to student learning, provide appropriate research based interventions, and

to monitor student progress based on achievement and benchmark data. The data obtained enables

teachers to differentiate instruction in order to meet the needs of their students.

RtI uses a three tier model that utilizes increasingly more intense instruction and interventions. (See

figure 1 on the next page.) All students are given Tier I support in the regular classroom. If students

do not respond to the regular curriculum they are provided with Tier II, small group assistance. If

students do not respond to the Tier II interventions they are provided with Tier III, assistance which is

more intensive. Students who do not respond to Tier II or Tier III interventions may be considered for

special education services.

At Tier I classroom teachers use scientifically researched based reading and math programs in their

classroom to educate all students. Data is collected and used as a general screening process for all

students and to determine effectiveness of core instructional practices. All K-8 students are

benchmarked in the fall, winter, and spring using Curriculum-Based Measurements (CBM). Results

of the tests are entered into the district data system. Kindergarten students are assessed in the areas of

early literacy skills and early numeracy skills. Students in grades 1-8 are assessed in reading fluency,

reading comprehension, and math. High school students are screened annually using EPAS readiness


At Tier II classroom teachers and RtI support staff will supplement the regular classroom instruction

by providing interventions in order to increase student achievement. Data is collected to determine

the effectiveness of the intervention and to determine if an instructional change is needed. These

interventions are carried out in small groups. Students at Tier II will be progress monitored regularly

using AIMSweb assessment probes in order to determine the effectiveness of their interventions.

Professional Learning Community teams will monitor progress of all students to determine student

needs and growth.

At Tier III, a more intensive intervention plan is created for students. Students who have failed to

respond favorably to intervention at the Tier II level may be referred to the RTI team. A referral form

is completed and submitted to the team. The referral should be accompanied by progress monitor data

from Tier II and a listing of interventions used and the duration of the interventions. A formal

meeting is conducted at the Tier III level and includes parent participation in the creation of a more

intensive intervention plan.

For the purpose of this plan, we will define intervention as a specific skill-building strategy

implemented to improve a targeted skill. An intervention often involves changing instruction (e.g.,

more opportunities for practice or feedback) or providing additional instruction (e.g., more academic

engaged time) to a student in the area of academics or behavior. Intervention should be either

research-based or evidence-based and delivered in addition to core instruction.