Today, the RTI framework is our operational blueprint for success. It demands that we move beyond intuition and anchor our instructional decisions in scientifically-based instruction and irrefutable progress monitoring data. This shift is non-negotiable for improving student outcomes and demonstrates a professional commitment to equity in education.

Establishing the Foundation: The Core Components of RTI

The Response to Intervention (RTI) model is an essential multi-tier framework for the early identification and targeted support of students with academic or behavioral needs. This is not a mandated program; it is a systematic framework requiring high fidelity in three critical areas:

1. High-Quality Tier 1 Instruction

The integrity of the RTI framework hinges entirely on the effectiveness of Tier 1, the universal core curriculum and instruction delivered to all students. A high-performing Tier 1 should successfully meet the academic needs of 80% or more of your student population.

• Universal Screening: This involves administering reliable, validated Curriculum-Based Measurement (CBM) tools across the grade band—typically three times per year (Fall, Winter, Spring). This process is crucial for identifying students who are at risk before they experience sustained failure.
• Curriculum Alignment: Regular data review by grade-level teams (PLCs) must confirm that the core curriculum and instructional delivery methods align perfectly with grade-level standards and are executed with documented fidelity.

2. Progress Monitoring and Data Integrity

Progress monitoring is the engine of RTI. It moves teaching from being subjective to being data-driven. This involves frequently assessing student performance on specific skills to determine the student’s rate of growth compared to their instructional goal line.

• Reliable Data Collection: Interventions are tracked using CBM measures specific to the skill deficit (e.g., oral reading fluency, computation skills). A minimum of six to eight data points is necessary to determine a clear trend line and confidently conclude whether the student is responding to the intervention.
• Goal Setting: Goals must be established based on the student’s initial baseline data and the expected rate of improvement (ROI) for their peer group.

3. Data-Based Decision Making (The Team Huddle)

This component requires teams—from individual teachers to school-level RTI Teams (sometimes called Student Support Teams)—to collaboratively analyze the data to make objective decisions.

• Two Critical Questions: The team must continually answer:
  1. Is the student responding to the intensity of the current intervention?
  2. Is the intervention being implemented with high fidelity?
• Strategic Shifts: Decisions include increasing the intensity (moving from Tier 2 to Tier 3), changing the intervention strategy, modifying the group size, or, if significant failure to respond is documented, considering a referral for a comprehensive special education evaluation.

Tiered Strategies: Practical Implementation for Educators

The three-tiered model dictates increasingly intensive, targeted interventions based on demonstrated need and a student’s lack of response to previous efforts.

Tier 1: Universal Prevention Strategies

Target Population: All students (100%)

Expert Strategy: Utilize Universal Design for Learning (UDL) principles to build flexibility and accessibility into all core lessons from the outset. This proactively reduces the number of students who will need Tier 2 support. Focus on explicit instruction, effective questioning techniques, and robust classroom management.

Tier 2: Targeted, Supplemental Interventions

Target Population: Students identified as at-risk (typically 10-15%)

Key Strategy: Interventions are delivered in small, homogeneous groups (optimally three to five students) focused on one specific skill deficit. This intervention time must be additive—it cannot replace core instruction. Interventions must be validated, manualized (standard protocol), and occur three to five times per week for a set duration (e.g., 20-30 minutes).

Tier 3: Intensive, Individualized Intervention

Target Population: Students with significant, sustained deficits (typically 1-5%) who did not respond adequately to Tier 2.

Key Strategy: The intervention reaches its maximum intensity: very small group (one to three students) or one-on-one delivery, with increased time and frequency (e.g., 45-60 minutes daily). At this level, the team often conducts a functional academic or behavioral assessment to determine the precise underlying causal factor, driving a truly individualized intervention plan. This is the highest level of instructional effort prior to a formal referral.

Essential RTI Resources and Tools for Implementation

Effective RTI in education implementation is impossible without the right systematic resources and organizational structures. These are the tools that professionalize our practice.

Your Role as the Instructional Leader

For both K-12 administrators and teachers, a highly effective RTI model is the engine of instructional excellence. It’s an ethical commitment to maximizing the potential of every learner.

Embrace the data not as a judgment, but as a map. By rigorously applying the strategies and utilizing the resources detailed here, you transform the school culture from one that waits for failure to one that proactively guarantees success. Your expertise in running this critical, data-driven system is what defines high-quality instruction in the 21st century.

FAQ: RTI in education

Here are some frequently asked questions about RTI in education:

• How often should we conduct Progress Monitoring in RTI?
• How long should a student stay in a specific RTI Tier?
• Do parents have to give permission for a child to receive RTI services?

How often should we conduct Progress Monitoring in RTI?

The frequency of progress monitoring is directly tied to the student’s Tier of support:

• Tier 1 (Core Instruction): Progress is monitored 3 times per year (Fall, Winter, Spring) using Universal Screening to check overall class health and curriculum effectiveness.
• Tier 2 (Targeted Intervention): Progress is monitored bi-weekly (every two weeks) to ensure the targeted, small-group intervention is effective.
• Tier 3 (Intensive Intervention): Progress is monitored weekly to quickly determine the impact of the highly individualized and intensive support.

How long should a student stay in a specific RTI Tier?

There are no strict federal timelines, but best practice guidelines emphasize that interventions should be given sufficient time to work, yet be changed quickly if data shows non-response.

• Tier 2 Interventions typically last 6 to 12 weeks before a team review is mandated.
• Tier 3 Interventions are more fluid but require frequent (weekly) data review. If a student shows a steep trend line toward their goal, the intervention continues. If there is a clear lack of response after a minimum of data points, the intervention must be intensified, changed, or a referral must be considered.

Do parents have to give permission for a child to receive RTI services?

No. Since RTI is part of the General Education framework, parents do not need to give formal, written consent for a student to receive Tier 2 or Tier 3 interventions. However, schools are required to notify parents, inform them of the goals and interventions being used, and provide them with regular updates on their child’s progress monitoring data. Collaboration with the family is a crucial component of the entire RTI process.

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What is the MTSS Model?

The MTSS model supports students and teachers at all grade levels. MTSS is a data-driven model to look at all students and identify those who may have behavior or learning needs. MTSS provides individualized instruction to help facilitate the fullest potential of learners.

Typically, teachers and administrators review achievement and progress to ensure a successful school experience. The MTSS model of intervention team meets and develops a plan to address these gaps when weaknesses or deficiencies are found.

What are the Main Components of the MTSS Model?

Some of the components of MTSS have come from the Response to Intervention (RTI) framework and Positive Behavioral Interventions and Supports (PBIS) implementation. However, MTSS goes even further with identifying and supporting students.

All students fall into three tiers in the MTSS model.

Tier One

Students in Tier One are considered the Core Instruction group. These students learn at roughly grade level or above and are least likely to fall behind or need intervention. Schools use data to identify and ensure that those students in this group do not need extra support. Progress monitoring or benchmark testing can give the required data to show why certain students are identified as Tier One.

Tier One supports are known as “universal” supports. These are provided to all students to ensure high-quality instruction and the opportunity for social-emotional learning. A goal of Tier One is to have a positive school climate for all.

Tier Two

Tier Two is Group Instruction. These students need a little extra support in meeting academic and behavioral goals. Around 15 to 20 percent of students fall into this category. Schools may have these students meet weekly small group sessions, drop-in centers, or reading groups. These types of support assist these students in catching up to their peers in Tier One and seeing response in intervention.

Additional Tier Two supports would include working with students on their study skills and finding what works best for them. Another would be helping a student set goals and make a plan to reach those goals.

Tier Three

Tier Three is Intensive Intervention. Students placed into Tier Three lag their peers academically or behaviorally by two or more years. One to five percent of students receive this level of intervention. They need individualized support and assistance and have not responded to interventions in Tier One or Tier Two. These students may receive one-on-one tutoring, have a reading specialist, or meet with a behavioral therapist.

What are the Benefits of Using the MTSS Model?

The MTSS model is an excellent framework for teachers and administrators to identify students’ needs and then create strategies to get students to reach their fullest potential. MTSS helps teachers and students make better academic choices and focus attention on specific student needs. MTSS helps enhance learning by addressing students at-risk with instruction that adjusts and meets their educational needs.

These multiple tiers of instruction, intervention, and support can increase student success, leading to positive outcomes for all. Districts will have more positive environments, resulting in compassionate schools. Students will feel as though they are more “cut out” for school, see their potential, and have the tools to reach it.

What Challenges did Remote and Hybrid Learning Present?

The MTSS model needs teacher, parent, and student input. When the COVID-19 pandemic closed schools, many relationships among families and the schools were shut off. Students who had difficulty accessing technology needed to suddenly switch to online learning. Teachers could not get their students to meet in small groups or individual sessions in person.

Providing the needed behavioral support was challenging during remote and hybrid learning. Students were used to working with behavioral specialists weekly and some missed many weeks before they were set up to meet virtually. Additionally, some therapists and behavior specialists may not have been trained to work with students over the computer, which would present a challenging time identifying new problems that a student was facing.

Remote and hybrid learning also posed challenges for crisis response teams in school districts. Early in the pandemic, no one was allowed to make house calls. It was very difficult for teams to reach students and their families. It was even more challenging for educators because more and more students were needing Tier Two and Tier Three supports. Teachers could see that their students were struggling with online learning, yet they did not have the tools to support them during this time.

Remote and hybrid learning due to the pandemic exposed many needs in school districts. They saw that they did not have the tools ready to go to work in a virtual world. Luckily, many have come up with ways to ensure that all students receive the support and interventions they need, whether face-to-face or in a virtual setting.

Finally, for MTSS to function appropriately, there needs to be adequate and appropriate staff. Small groups and one-on-one sessions may require extra staff and proper scheduling. For MTSS to be beneficial and meaningful, a school must have support and staff in place.

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*Updated May 2022

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Students are different and have different needs. When searching for a solution to their needs, it is important to remember one-size does not fit all; hence, there is Response to Intervention, also known as RTI.

What is Response to Intervention?

Response to Intervention is a system designed to support students so their learning and behavior needs are addressed. RTI involves three levels of support and with the progression from one level to the next comes an increase in intensity. Intensity is distinguished by differences in time, duration, frequency, group sizes, and resources.

Level one involves all students in the regular classroom being taught the core curriculum in large and small groups.

Level two is additional to the core curriculum. At this level an adult works with a small group of students on an identified intervention for a specific time, frequency, and duration. For example, a teacher might work with 4 students on an intervention for 25 minutes (time), 3 days per week (frequency) for 10 weeks (duration).

Level three involves the most intense level of support. Like support at the previous level, support at this level is in addition to the core curriculum, but individualized interventions are conducted for a more extended time, frequency, and duration. For example, a teacher or interventionist may meet with a student for a one-on-one session for 45 minutes (time), 4 days per week (frequency) for 12 weeks (duration).

Main Components of RTI

For effectiveness at each of the three Response to Intervention tiers, the RTI system has essential components. The components have elements of flexibility that allow districts and schools to make choices.

Identification using a universal screener

Which students are at-risk and where are their gaps? These questions can be answered using a universal screener. Universal screeners compare students to others at the same grade-level while also identifying individual students’ needs. They are normally given a few times each school year especially at the beginning, middle, and end of the school year. States, districts, or schools choose their own universal screeners. Specific universal screeners are not mandated by the RTI framework.

Prescribing and implementing interventions

Once at-risk students and their specific needs are identified using a universal screener and further explained through additional data, student goals must be established and interventions prescribed. Evidence-based interventions must align with goals, which must align with needs.

Monitoring student progress

What intervention works for a particular student? When is a particular student approaching goals or has the student met his/her goals? To answer these questions, teachers and administrators must measure the student’s progress often. The tool used to monitor students’ progress must measure students’ outcomes in light of their goals and interventions. The movement of students from one tier to another or the changes in students’ interventions are driven by progress monitoring data.

Decision making based on data

Universal screener information, progress monitoring data, teacher observations, student work samples, student attendance, and behavior information are all types of data that must be considered when making decisions regarding the needs of students. Data-based decisions that must be made involve: skills to be addressed, the support levels at which students needs to be placed, interventions to be conducted, time, frequency and duration of the interventions, means of progress monitoring, and group size for the interventions.

What are the Benefits of Response to Intervention?

The Response to Intervention model has many benefits:

• It serves as a guide to teachers and administrators. Teachers and administrators use the system to drive decisions related to meeting instructional and behavior needs of students.
• RTI allows for flexibility from school to school and/or district to district. The flexibility comes in being able to make decisions about screeners, monitoring tools, interventions, intensity (time, duration, frequency), and personnel.
• The effective implementation of RTI closes and prevents learning gaps. Through intense, targeted interventions, students’ skills become stronger, which in turn moves students closer to their learning goals.
• RTI addresses behavior concerns in students. Students with behavior needs are identified using behavior screeners and receive behavior interventions at varying levels of intensity as needed.
• The RTI system yields documentation of decisions and work conducted with at-risk students. Assessments and screeners are kept and analyzed. Students’ goals, prescribed interventions, and progress toward goals are tracked.
• RTI allows for collaboration between parents and educators. Parents are informed and involved at each stage of the decision making process.

Most teachers and administrators can visualize their Little Johnny, Suzy, Big Jim, and Jane Doe, albeit the names are different no doubt. Students with different types of needs are common in schools and classrooms everywhere. Response to Intervention (RTI) answers questions like, “What do I do next for Little Johnny, Suzy, Big Jim, and Jane Doe?” RTI helps meet different needs of different students and increases success for all.

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