Response to Intervention


Dr. Chris Daniels, director of special services - (816) 359-4032

Definition of RtI

Response to Intervention (RtI) is the practice of providing high quality instruction and
interventions matched to student need, monitoring progress frequently to make
decisions about changes in instruction or goals and applying student-outcome data to
important educational decisions. RtI should be applied to decisions in general, remedial
and special education, creating a well-integrated system of instruction/intervention,
guided by student outcome data. (NASDSE, 2008).

What Is It?

RtI is based in the general education classroom, where teachers routinely implement a
strong and rigorous standards-based learning environment. RtI is at the core of school
improvement to ensure we reach all students, especially those whose academic skills or
behaviors are below expectations. RtI holds at its core the expectation that the
educational needs of every student are the work and responsibility of every staff
member. Furthermore, the RtI process is the framework to address those needs.
Students requiring interventions to meet individual learning expectations will receive
support through a systematic and purposeful process.


RtI is an evidence-based approach to early intervention for students struggling with
learning or behavior in general and special education settings. Its core principles are
that at Tier 1, evidence-based instruction is provided with fidelity, student progress is
monitored frequently, students responsiveness to intervention is evaluated and
instruction is adapted as needed (National Association of State Directors of Special
Education, 2005; Vaughn & Fuchs, 2003). Both federal legislation and state initiatives
have endorsed the effectiveness of RtI.

RtI Manual (PDF)


These are guides to the RtI program on the elementary and secondary levels.
Elementary RtI placemat (PDF)
Secondary RtI placemat (PDF)

The Importance of Student-Outcome Data

Student outcome data are crucial to:
• Make accurate decisions about the effectiveness of general and remedial
• Education instruction and interventions
• Undertake early identification and intervention with academic and behavioral problems
• Prevent unnecessary and excessive identification of students with disabilities
• Form decisions concerning eligibility for special programs, including special education
• Determine individual education programs and deliver and evaluate special education services (NASDSE, 2008)

The PHSD RtI process includes the following key components:
• A four-tier delivery model, designed to provide support matched to student need through the implementation of standards-based classrooms
• High quality, evidence-based instruction as the core of classroom pedagogy which
is tightly aligned to the approved curriculum of the Park Hill School District
• Evidence-based interventions of increasing levels of intensity, centered on progress monitoring
• A variety of ongoing assessment data, used to determine which students are not meeting academic or behavioral success
• Data Teams in each school that serve as the driving force for instructional decision-making in the building
• Purposeful allocation of instructional resources, based on student assessment data