Response to Intervention - Core Support for All Students

What is RTI? RtI integrates core instruction, assessment, and intervention within a multi-tiered system to maximize student achievement and reduce behavior problems. Through implementation of RtI, schools identify and monitor students at risk, use problem-solving and data-based decision making to provide research-based interventions and adjust the intensity of interventions based on the student’s response. Response to Instruction done well at the classroom level will provide data from which educators can make instructional decisions for individuals and groups of students. Given high quality decisions, RtI shows promise in supporting all students, especially those at risk of failing to achieve state performance standards.

What are the core principles in RTI? 

• Students receive high-quality, research-based instruction by qualified staff in their general education setting.

• Use of a multi-tiered model of service delivery facilitates differentiated instruction and early intervening services for struggling learners.

• Movement between tiers should be guided by a data-driven decision-making process.

• Universal screening and progress monitoring are the basis for instructional decisions.

How is behavior addressed in the RtI Model? Positive Behavior Supports (PBS) is a national research-based model for reducing discipline referrals, reducing the number of students suspended and/or expelled, reducing the number of students in special education, and improving student achievement. PBS uses a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research validated practices and the environments in which teaching and learning occur. This model is consistent with RtI principles.

The goal of PBS in Alabama is to enhance the capacity of schools to educate all students, especially those with challenging social behaviors, by establishing an effective continuum of PBS systems, data, and practices model. The proactive design for PBS is to address the needs of students in Tier I, whole school/district; Tier II, strategic interventions for students with challenging behavior; and Tier III which addresses the more serious behaviors that often require functional behavior assessments and behavior intervention plans.

Key elements of PBS: 

Effective, efficient, and relevant schoolwide discipline is based on a balance of four key elements:

1. Clearly specified outcomes that are related to academic achievement and social competence.

2. Data-based decision making that guides selection and modification of curricula and practices, evaluation of progress, and enhancement of systems.

3. Evidence-based practices that have a high probability of outcome achievement for students.

4. Systems that support adult adoption, high fidelity implementation, and sustained use of effective practices.