|
A responsiveness-to-intervention process is a problem-solving framework that may be used to detect academic and behavioral difficulties and guide the use of research-based interventions to provide intensive instruction. The student's response to general education and intensive specialized instruction are measured periodically and compared to age, grade, or classmate performance. This data on the responsiveness to intervention may be used to inform instruction, and as part of a comprehensive evaluation for identification of learning disabilities and determination of eligibility for special education and related services.
Although there is no universally accepted model, many RTI approaches use a variation or modification of a three-tier model:
- Tier 1-High quality instructional and behavioral supports are provided for all students in general education. Ongoing curriculum-based assessment is used to guide instruction.
- Tier 2-Students whose performance or rate of progress falls behind their peers receive specialized instruction or remediation in the general education classroom.
- Tier 3-Comprehensive evaluation is conducted by a multidisciplinary team to determine eligibility for special education and related services.
The goal of this approach is to provide differentiated instruction and remedial opportunities in general education, with special education provided for those students who required more specialized services beyond what is provided in the classroom.
|