responsetointervention

Response to Intervention (RTI) is an educational framework designed to identify and support students with learning and behavioral needs through a systematic, data-driven, multi-tiered approach. The goal is to provide timely, evidence-based instruction to all students and to intervene early before problems become severe.

RTI emphasizes universal screening, frequent progress monitoring, and the use of high-quality instruction for all students. Interventions are matched to student needs and adjusted based on progress data. Instruction, assessment, and decision-making are integrated to guide supports and ensure that responses reflect genuine learning needs rather than one-off fluctuations.

The model typically uses three tiers: Tier 1 is universal instruction for all students; Tier 2 provides targeted interventions for students at risk; Tier 3 offers intensive, individualized interventions for students who do not respond to Tier 2. Some implementations include a Tier 4 for additional intensive services. Assessments, such as progress-monitoring measures, guide decisions about moving between tiers and about classroom or school-wide supports.

Data-based decision making is central: teams review screening results and progress data to determine instructional changes, whether to add or adjust interventions, and when a student may require further evaluation. RTI is often integrated with a broader framework called MTSS, which also addresses behavior, social-emotional learning, and mental health, and emphasizes fidelity of implementation and adequate resources.

RTI originated in the United States in the late 20th and early 21st centuries as an alternative to the discrepancy model for identifying learning disabilities. While widely adopted, implementations vary and critics note challenges in resources, training, and potential misidentification if not carefully managed.