Response to Intervention (RtI)

RtI is an early intervening strategy and carries dual meaning in Pennsylvania. It is a comprehensive, multi-tiered, standards aligned strategy to enable early identification and intervention for students at academic or behavioral risk. At a later date, RtI may be considered as one alternative to the aptitude-achievement discrepancy model for the identification of students with learning disabilities after the establishment of specific progress measures. RtI allows educators to identify and address academic and behavioral difficulties prior to student failure. Monitoring student response to a series of increasingly intense interventions assists in preventing failure and provides data that may guide eligibility decisions for learning disabilities. The overarching goal of RtI is to improve student achievement using research based interventions matched to the instructional need and level of the student.

RtI provides all students with standards-aligned concepts and competencies, data-driven instruction and the additional support needed to achieve strong academic results.

II. Core Characteristics of RtI

• Standards-aligned instruction : All students receive high quality, research-based instruction in the general education standards-aligned system.
• Universal screening : All students are screened to determine academic and behavior status against grade-level benchmarks.
• Shared ownership : All staff (general education teachers, special education teachers, Title I, ESL) assume an active role in students' assessment and instruction in the standards-aligned system.
• Data-Based Decision Making : A public, objective, and normative framework is used to analyze student performance data and to guide school decisions on instructional changes, choices of interventions, and appropriate rates of progress.
• Progress Monitoring : Continuous progress monitoring of student performance and use of progress monitoring data to determine intervention effectiveness and drive instructional adjustments, and to identify/measure student progress toward instructional and grade-level goals.
• Benchmark and Outcome Assessment : Student progress is assessed periodically throughout the year, and at the end of the year against grade level benchmarks and standards.
• Tiered Intervention and Service Delivery System : Some students receive increasing intense levels of targeted scientifically, research-based interventions dependent upon student need. Instruction is differentiated to meet learner needs and consists of:   
• Research-based Interventions : Implementation of research-validated interventions with proven effectiveness based on assessed skill area and level of need.
• Flexible grouping : Students move among flexible instructional groups based on need and skill mastery.
• Fidelity of Implementation : Teachers deliver curriculum and program content and use instructional strategies in the same way that they were designed to be used and delivered.
• Parental Engagement : Parents receive information regarding:
• their child's needs,
• a description of the specific intervention and who is delivering instruction,
• clearly stated intervention goals and academic progress expected for their child,
• the amount of time spent in each tier to determine whether the intervention is working
• regular progress or lack of progress reports, and
• the right to request a special education evaluation at any time.

PA Multi-tiered Model:

Tier 1:   Foundation/Standards-Aligned Instruction for All Students

Definition: Academic and behavioral strategies, methodologies, and practices designed for some students who are not making expected progress in the standards-aligned system and who are at risk for academic and behavioral failure. Students require additional academic and behavioral support to successfully engage in the learning process and succeed in the standards-aligned system.

Definition: Academic and behavioral strategies, methodologies and practices designed for a few students who are significantly below established grade-level benchmarks in the standards-aligned system or who demonstrate significant difficulties with behavioral and social competence.