Welcome to NSSED’s Response to Intervention (RtI) Page.
What is RtI?
Response to Intervention (RtI) is a framework designed to address the needs of all children. RtI is based on the fundamental principal that all children can learn and it is the responsibility of educators and parents to work together to ensure student success. The framework facilitates a process of continuous improvement in our practices and we hope that this web page will provide you with resources and supports for on-going improvement in methods to serve students.
What are the essential components of RtI?
The three essential components of RtI include:
1) A Tiered System of Instruction and Interventions. As depicted below, the tiered system represents how schools analyzing student assessment information and matching resources to the need of students. Each tier represents an increasing level of intensity related to instruction and supports. Therefore, students who are in the greatest need, based on school assessments, are allocated the most intensive instruction and supports.
3) Linking Assessment to Instruction/Interventions: Assessments that are collected within school are utilized in the problem solving process mentioned above. The students’ response to interventions will be examined by considering the results of assessments given over the course of time. The practice of administering frequent assessments, because they are intended to measure progress, is called progress monitoring. By continuously utilizing information and data on all students, a proactive method is established to ensure that all students are learning, progressing and/or excelling when provided with high quality instruction and interventions in academics and behavior.
Is there one way to implement RtI in schools?
No. The implementation of RtI is dependent on the needs of the school’s population of students along with the resources available within the school or district. While RtI is a framework and there are standard components, the implementation will be customized to the district and school.
Why is Response to Intervention necessary?
The foundational principals for RtI are rooted in the belief all students should be provided with the skills and knowledge needed to be self-sufficient, successful adults. The RtI framework provides a model for this belief to occur. In addition, changes to special education law, which occurred in 2004, combined with the No Child Left Behind legislation which was enacted in 2001 have mandated a new way for school teams and parents to seek answers to educational concerns.
What do we do if we want to implement RtI?
There is a growing body of research and implementation models related to RtI in schools across the country. RtI is a framework to facilitate an ongoing process of improvement and refinement. Therefore, it is necessary to stay up to date on the resources and knowledge that are being continuously expanded. NSSED can provide schools and districts with support in learning about and applying the latest research-based practices through professional development along with direct coaching and consultation services.