Response to Intervention
Response to Intervention (RTI) is a system of interventions that function on different levels specifically designed for addressing learning needs and includes measures regarding learning disabilities identification and reduction. It consists of evidence-based practices application, early intervention, progress monitoring, and more intensive interventions, as the case may be. The main purpose of Response to Intervention is to improve the quality of offerings provided by schools and to integrate general and specific education. The background for the RTI is provided by the Elementary and Secondary Education Act, the Individuals with the Disabilities Education Act, and the Reading First components. Those acts serve as the main legal ground that clarifies the issue of response to intervention system.
Response to Intervention has a complicated structure that involves Tiers. Progress monitoring involves three Tiers, with each of them having its particular purpose. The main task of the first one is to determine whether the progress of students is adequate in terms of general education. It involves curriculum-based measurement. The second one checks student’s success regarding resume placement in the Tier 1. Interventions may be corrected on the basis of this information. Tier 3 takes part after Tier 1 and 2 analyses it is determined that a student needed special education. It is the most complex Tier as it is expected that special state and district standards and requirements should be observed. Moreover, it provides information regarding the intervention and signals about the need to modify it. Each one of the Tiers are complementary to one another and establish a logical chain of actions dedicated to determine whether a student needs special education or not.
