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Understanding Response to Intervention (RtI): A Framework for Student Success

Response to Intervention (RtI) is an assessment and intervention process designed to systematically monitor student progress and make informed decisions regarding instructional modifications. Key elements of RtI include effective use of resources, scientific research-based interventions, ongoing progress monitoring, and a multi-tiered service delivery model. The seven principles of RtI emphasize increased instructional time, smaller groups, detailed instruction, systematic sequences, guided instruction, and ample feedback opportunities. Designed for all students, RtI aims to reduce the need for special education through early intervention.

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Understanding Response to Intervention (RtI): A Framework for Student Success

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  1. What is Response to Intervention? The National Research Center on Learning Disabilities (NRCD) defines RtI: “….an assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data.”

  2. What are the elements of RtI?

  3. Use all available resources to teach all students. Use scientific, research based intervention. Monitor classroom performance. Conduct universal screening. Use a multi-tiered model of service delivery Make data-based decisions. Monitor progress frequently. The Seven Principles of RtI:

  4. Critical Elements of Effective Intervention • More instructional time • Smaller instructional groups • Clearer and more detailed instructions • More systematic instructional sequences • Extensive opportunities for guided instruction • More opportunities for error correction and feedback

  5. Three-Tier Model • Tier 1: Core 80-90% of students • Tier 2: Strategic 5-15% of students • Tier 3: Intensive 1-7% of students

  6. RtI is for EVERYONE The purpose of Response to Intervention is to reduce the number of students in special education by intervening early. RtI can be used in place of the discrepancy model to determine special education placement.

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