Response to Intervention (RTI): Striving for Success

Response to Intervention (RTI) is designed to identify and support students with academic, social, or behavioral difficulties in a timely and systematic manner. Multi Tiered System of Support (MTSS) is a powerful framework that places a premium on early identification, individualized support, and data-driven decision-making. RTI is one facet under the umbrella of MTSS. To learn more, click on the link at the bottom of this blog post.

Due to the nature of the process, many assume RTI is simply “waiting to fail, when if fact, it is actually the opposite. The hope of a Multi-Level Prevention System is to “prevent” failure. As a parent, you may have received a letter from the school, outlining the specific interventions your student is receiving at Tier 2 or Tier 3 level.

The purpose of this article is to give a concise explanation of the purpose of RTI, providing readers with a quick understanding.

The Key Components of RTI

1. Universal Screening:

   • Early Identification: RTI begins with universal screening to identify students who may be at risk for learning challenges. This proactive approach allows for early intervention and support.

2. Tiered Intervention Levels:

   • Tier 1 (Universal): All students receive high-quality, evidence-based instruction in the general education setting. These should include best teaching strategies rooted in educational theory, whole-class behavioral management systems, and differentiated instruction to meet the needs of all learners.

   • Tier 2 (Targeted): Students not making sufficient progress at a Tier 1 level, receive additional targeted interventions. These may include a small group intervention for a group of students all struggling with the same skill. The class may continue to progress with the curriculum but if a few students have yet to master the skill at the expected level, the teacher may continue to work with that student on the skill. This could also include a student who is struggling to meet classroom expectations and requires some additional behavioral, social or emotional interventions or strategies.

   • Tier 3 (Intensive): Students who continue to struggle receive highly individualized and intensive interventions. If students continue to display weaknesses even after the small group Tier 2 strategies were provided, the teacher may suggest bringing in collaborative support and individualized interventions to best support the student. At this level, the teacher invites the Student Support Team (SST) and the parents to a meeting to discuss the concerns and brainstorm the most appropriate holistic approach to ensuring student success.

3. Progress Monitoring:

   • Continuous Assessment: Regular assessment and monitoring of student progress help educators gauge the effectiveness of interventions. Educators make adjustments based on ongoing data analysis. As a parent, you can ask to review the “probes” or “progress monitoring” tools the teacher has used to gather data.

4. Data-Driven Decision Making:

   • Informed Choices: RTI relies on data to inform decision-making. Educators use evidence-based practices and adjust interventions based on students’ responses to instruction. As a parent, if your team does not provide you with the data to look at during the meeting, we suggest you request it. You may not feel like it but you are the ultimate decision maker in any Tier 3 meeting.

Benefits of RTI

1. Early Intervention:

   • RTI allows for the early identification of learning challenges, enabling timely and targeted interventions to prevent academic difficulties from escalating.

2. Individualized Support:

   • The tiered structure of RTI ensures that interventions tailor to meet the specific needs of each student, fostering a personalized and responsive learning environment.

3. Data-Informed Instruction:

   • RTI promotes a culture of data-driven decision-making, empowering educators to refine instructional strategies based on real-time student performance data.

4. Collaboration:

   • RTI encourages collaboration among educators, parents, and specialists, fostering a team approach to address the diverse needs of students.

MTSS became a mandatory requirement for school systems after students were being over-identified for Special Education. Just because the student has an academic weakness does not automatically mean the student has a learning disability. MTSS is intended to meet students where they are at and provide targeted support to improve skill or performance-based difficulties. It should not be utilized as simply a gateway process for Special Education. As educators, we need to ensure that we provide evidence-based interventions with fidelity. If the student fails to respond to the interventions, we must determine if the data suggests the need for more individualized instruction or if the team recommends an evaluation for Special Education.

An educator or a parent may request RTI be initiated at any time.

Additionally, if there is a student suspected of having some type of disability, an evaluation for eligibility cannot be denied or delayed for any reason. There is no standard practice for “tiering students” because interventions are tiered, not students.

If you would like someone to review the data with you to prepare you for your next RTI meeting, or if you would like a consultant to attend with you, reach out today! We support teachers and parents who wish to consult about their student.

For more information on Georgia’s MTSS Model https://www.gadoe.org/wholechild/Documents/MTSS/SnapshotPowerPyramid.pdf