SOESD / School Improvement Services / School-Wide Improvement / Response to Intervention
Response to Intervention
Response to Intervention (RtI) services provide professional development in the analysis of school-wide and intervention student performance data to identify the effectiveness of the core curriculum (Tier 1) through intervention support (Tier 3).
What is RtI?
Response to Intervention is a school-wide initiative that emphasizes the use of student performance data (formative and summative assessments) to determine
- The effectiveness of the curriculum being taught
- The effectiveness of the intervention support being provided, and
- The extent to which adjustments in 1 & 2 need to be made.
The National Association of State Directors of Special Education defined RtI in 2005 as, “the practice of providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions. RTI should be applied to decisions in general, remedial, and special education, creating a well-integrated system of instruction/intervention guided by child outcome data.”
The goal of RtI is improved outcomes for students through the use of effective educational practices for all students. Research shows that in a healthy system at least 80% of the student population should be on track to meet certain goals or benchmarks for skill acquisition within certain timeframes. If fewer than 80% of students are meeting these benchmarks, then consideration needs to be given to adjustments in the core curriculum or the amount of time spent in instructing it. For students not meeting benchmarks, support may be required for them to catch up to their peers. The overarching goal in a Response to Intervention system is for students to be provided the instruction or instructional support necessary to catch up.
How can RtI help my student?
Using student performance data at a school, grade, and individual level allows educators to catch students early in the year and early in the student’s education so intervention on behalf of the student can occur to close the gap in performance before it becomes too large. Research has shown that intervening early prevents problems later on (see links below). The sooner students are identified through data and additional information as needed, the faster and easier it is to support a student in making the gains to close the gap between their performance and that of their same-grade peers. When a student catches up, they are able to participate in the regular course of daily school events and instruction, and benefit from it.
Where can I find more information?
Various websites and articles provide information on Response to Intervention. The links provided below provide extensive evidence-based and/or legislative support for the implementation of systems of school-wide academic and behavior support.
Response to Intervention: An Alternative Means of Identifying Students as Emotionally Disturbed
--by Frank M. Gresham, published in Education & Treatment of Children, Nov. 2005
NASDSE and CASE White Paper on RtI
--from the National Association of State Directors of Special Education website, http://www.nasdse.org/
Response to Intervention
Federal support: Office of Special Education Programs (OSEP)
Oregon Department of Education resource
Positive Behavior Support
Positive Behavioral Interventions and Supports
School-wide Information System (SWIS)
Project Reach (Intervention Strategies for parents and teachers)
Reading Curriculum Resources
Oregon Reading First
Florida Center on Reading Research
Assessment: Universal Screening and Progress Monitoring
National Center on Progress Monitoring
Intervention Central (Academic and Behavioral intervention)
Whom can I contact if I want more information?
SOESD currently has two part-time Response to Intervention Specialists who can be contacted for more information. Both have an educational background in school psychology and have experience working for the Heartland Area Education Agency (AEA 11) in Iowa, a model for the use of RtI systems for improved student outcomes.
For more information, call Kim Hosford or Moira McKenna at 541.245.4612