Response to Intervention (RtI)

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    What is Reponse to Intervention (RtI)?

    Response to Intervention Logo

    Response to Intervention (RtI) is a general education approach of high-quality instruction, early intervention and prevention and behavioral strategies aligned within a Multi-Tiered System of Supports. RtI is defined as the practice of providing (1) high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.

    Response to Intervention (RtI) integrates assessment and intervention within a multi‐level prevention system to maximize student achievement and reduce behavior problems. Schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence‐based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. The essential components of a RtI framework are screening, progress monitoring, multi-level or multi-tier prevention system and databased decision making. These are the foundation principles of an RtI framework.

     

  • RtI Framework and Essential Components

    Broward County Public Schools is committed to providing all children with the additional support and resources needed to be successful. Response to Intervention (RtI) is a general education initiative and one form of support for helping students. It is one arm of the Multi-Tiered System of Supports, which seeks to provide adequate and effective support to all students. RtI encompasses the foundational principles of researchbased effective instruction, ongoing progress monitoring and modification of instruction based upon the progress monitoring data. Response to Intervention (RtI) is a multi-level prevention system which includes three levels of intensity or prevention designed to meet the academic, behavior and social emotional instructional needs of all children. Each level targets a specific group of learners, is supported by evidence-based instructional materials and provides differentiated small-group instruction and routine progress monitoring.

    The primary prevention level, Universal (Tier1), includes high quality core instruction. The secondary level, Targeted (Tier 2), includes evidence-based intervention(s) of moderate intensity. The tertiary prevention level, Intensive (Tier 3), includes individualized intervention(s) of increased intensity for students who show minimal response to instruction and intervention. Individually responsive supports are developed based on individual need but may be provided in a small group or individual format. Tier 2 and 3 supports are provided in addition to, not in place of, Tier 1 instruction. At all levels, attention should be on fidelity of implementation, with consideration for cultural and linguistic responsiveness and recognition of student strengths.

    It’s important to note that MTSS tiers may look quite different from school to school. MTSS focuses on the overall needs of individual students, and what may be a Tier 2 intervention in one school might be a Tier 1 in another. It is up to each school to develop an MTSS framework that addresses challenges specific to that school’s community.

  • RtI Three-Tiered Instruction and Intervention Model

    Tier 1: Universal Instruction and Supports for ALL Students - The general academic and behavior instruction and support designed and differentiated for all students in all settings to support the full continuum of student needs.

    Universal (Tier 1) instruction, also known as core instruction, the instruction which all students must have universal access. It is the academic and behavioral grade level instruction that each student receives daily. For many students, Universal (Tier 1) instruction will meet their needs. For approximately 80 - 85% of students Universal (Tier 1) instruction will meet their academic, behavior and social emotional needs and they will demonstrate proficiency and growth when good first instruction is delivered.

    Tier 2: Targeted Interventions and Supports for Some Students - The academic and
    behavioral instruction and intervention that is provided to students who show a need for
    help in addition to the instruction and intervention they receive at Tier 1, in order to
    increase student success in Tier 1. Targeted (Tier 2) instruction and intervention is more
    intensive than Universal (Tier 1). Increased intensity is defined as an increase in time, a
    narrower focus, and a broader type of instruction.

    Targeted (Tier 2) instruction is strategic instruction, at grade level, for students who need additional support in learning grade level academic or behavioral material. Tier 2 instruction is intended to be timely and coordinated with Tier 1 instruction. Approximately 10 – 15% of students may need Targeted (Tier 2) instruction in the ideal MTSS framework.

    Tier 3: Intensive Individualized Interventions and Supports for a Few Students - The academic and behavioral instruction and intervention that is provided to students who show a need for intensive and individualized help that is provided in addition to Universal (Tier 1) and as determined Targeted (Tier 2).

    Intensive (Tier 3) Instruction is intensive instruction and support provided to approximately 1 – 5% of the students who are struggling with significant learning gaps and need academic and/or behavioral support. Typically, these students do not have the appropriate grade level skills yet to be successful in solely Tier 1. Intensive (Tier 3) provides yet an additional level of intervention to help students develop foundational skills and the most critical set of academic and behavioral skills.

    Three-Tiered Model