Response to Intervention (RtI) in K-6 Classrooms
Use the RtI Model to Differentiate Instruction and Improve Learning
Mar 18, 2009
Response to Intervention (RtI) is an instructional model that is designed around four components: high-quality classroom instruction for all students; tiered interventions or special instruction; ongoing assessment and use of data to inform instruction; and family involvement. Though many school districts have adopted the model, it is becoming increasingly common for individual teachers to use RtI principles to provide more effective, individualized instruction and behavioral support to their students.
Three Tiers of Instruction and Support
RtI is most commonly depicted as a pyramid, with the wide base (Tier 1) representing the high-quality, research-based instruction and behavioral practices that are provided for all students. In a regular classroom environment, Tier 1 represents the core curriculum and classroom management that the teacher implements on a daily basis. Tier 1 instruction and behavior management will meet the needs of most students.
The center of the pyramid (Tier 2) represents those students who may be at-risk for academic or behavioral problems. These are students for whom the Tier 1 instruction and supports are not enough, and for whom assessment measures indicate a need for more targeted interventions. Tier 2 students receive supplemental instruction or behavioral interventions in addition to the core instruction provided in Tier 1.
The tip of the pyramid (Tier 3) represents those students who require intensive, individualized interventions for academic or behavioral issues. These interventions are of a higher intensity and of longer duration than those provided for Tier 2 students, but like Tier 2, they are provided in addition to the core instruction provided in Tier 1.
Problem-Solving Method for Decision-Making
One unique aspect of RtI is the way educators utilize a problem-solving approach to prescribing interventions. The first step is determining the discrepancy between what is occurring and what is expected, and then using data to help analyze why the problem is happening. Teachers set an academic or behavioral goal for students and devise an action plan that includes both interventions and methods for monitoring student progress.
Ongoing Data Collection to Inform Instruction and Intervention
With the RtI model, instruction and behavior differentiation occurs only when assessment data indicates a need for intervention. Therefore, Tier 1 data is used as a screening device to determine those who are in need of Tier 2 or 3 services. At Tiers 2 and 3 data is collected more frequently to determine whether and to what extent the interventions are helping improve the academic or behavioral performance of the student.
Data collection within the RtI framework is also used to determine eligibility for special education services, as required by law.
Family Involvement and Student Success
According to the RtI Network, family involvement is a key component for student success. For Tier 1 students, parents and teachers are viewed as co-communicators, sharing information to encourage student progress. At Tier 2, parents are both co-teachers of the students and co-learners about the students, sharing in the data analysis and interventions as appropriate; and at Tier 3, parents become co-decision-makers, helping determine the best possible instructional environment for their children.
RtI provides a well-structured, scientifically-based method for differentiating instruction and behavioral systems to meet the needs of all students. Its growing popularity as an educational model reflects the successes teachers and students have had through its use.
Further Reading
Bender, William & Shores, Carla (Eds.). Response to Intervention: A Practical Guide for Every Teacher. Thousand Oaks, CA: Corwin Press, 2007.
Mellard, Daryl & Johnson, Evelyn (Eds.) RTI: A Practitioner’s Guide to Implementing RTI. Thousand Oaks, CA: Corwin Press, 2007.
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