Key components of response to intervention (RTI) include universal screening, multi-level support systems, progress monitoring, and data-based decision making. Contacts at profiled districts report that universal screening lays the foundation for the entire RTI framework, as it informs initial decisions about interventions and measures student progress. In general, profiled districts screen their students two to three times per year.
Once students are assigned a tier and specific interventions, teachers and staff monitor their progress periodically to identify improved outcomes using tools that vary by grade, tier, and content. Leadership teams at each school make decisions about reassigning students to different tiers based on progress monitoring data. These teams often comprise an administrator, teachers, interventionists, psychologists, and counselors, but team composition differs by district and school.
To promote a consistent approach to RTI across the district, contacts recommend appointing a staff member at the district level to monitor and advocate for RTI. District A, District D, and District C each have a district-level director or coordinator of RTI. While pushing a standard approach to RTI, contacts at District B also recommend allowing for some flexibility within the framework, as resources and student needs vary by school.
Response to intervention frameworkResponse to Intervention (RTI) is a multi-level framework that aims to maximize student achievement through the core curriculum, periodic assessment, and interventions when necessary. RTI uses data to identify at-risk students who then receive support of varying intensity, while teachers and staff track their progress. Students typically are transferred between three tiers depending on the level of instruction they require.…