• Response to Instruction & Intervention (RtI) is a framework for meeting the instructional needs of all learners through a variety of support services and interventions.  This framework is under the larger umbrella of multi-tiered system of supports (MTSS) It begins with high-quality, culturally responsive differentiated instruction, positive behavior systems, universal screening and data analysis of all learning in the general education classroom. When learners are not yet proficient despite high-quality core instruction and positive behavior support, a team of educators comes together in a problem-solving setting to identify the academic and behavioral needs of those learners. 

    Using interventions to improve academic performance is nothing new, because it works! The National Center on Response to Intervention defines Response to Intervention as follows: 

    “…With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities.” (NCRtI, 2010)

    RtI/MTSS is:

    • problem-solving approach
    • intervention for GROWTH
    • a research-based framework

    RtI/MTSS is not:

    • an action verb
    • a place or a room on the campus
    • a pathway to Special Education