RTI/ Response to
Intervention Overview

RtI is a multi-tiered model of instruction and intervention that focuses on use of data to guide instructional decisions

Area of Need
("general" and
"specific")

If a student is not performing at or near grade level in a key component of math or reading or behavior, then that area becomes the student's area of need. For example, specific areas of need in reading include fluency, comprehension, phonemic awareness, vocabulary, and
phonics.

At Risk

Within the context of RtI, "at risk" indicates student performance on screening or progress monitoring tests is low enough that intervention is recommended; generally "at risk" means student performance below grade level expectations.

Baseline score

A student's initial score on a given screening or progress monitoring assessment; the score used for comparison in order to evaluate the extent of progress made.

Benchmark

Established cutoff score or minimal level of expected performance on a given test for a specified grade level. Also refers to a test score or score range which provides a description of student knowledge expected at specific grades, ages, or developmental levels.

Benchmark test or Interim assessment

A test at a specific level of student achievement expected of students at particular ages, grades, or developmental levels, often administered at regular intervals during the year (e.g., 3–4 times/year). Typically districts set academic goals for each grade level.

Borderline scores

Scores on a screening or progress monitoring assessment which are just above or below a benchmark or cutoff score.

Basal curriculum

A published text, program, or set of materials that sequences instruction; basal curricula often include a student text, teacher's guide, CD-ROM, and other supplementary materials (e.g., Harcourt Trophies for Reading or Everyday Math).

Core curriculum

The core curriculum within a given area of instruction (e.g., math or reading/ELA) is the adopted book, program, or set of materials selected by the district for instruction of all students; within RtI, the core curriculum is the set of materials used in Tier 1 for universal or core instruction.

Curriculum-based Assessment (CBA)

Tests based on material from the local instructional curriculum.

Curriculum-based Measurement (CBM)

A quick probe (one to three minutes typically) to measure progress in reading or math. CBMs are normed by grade level and measure discrete skills (e.g., fluency, computation).

Cut score

A score representing grade level or "on target" proficiency within a given test or skill area. This can be the score which separates students in Tier 1 from those identified for intervention instruction in Tiers 2 and 3.

Data Points

Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time.

Diagnostic Test or Assessment

A general term for any test designed to determine the specific learning needs of individual students.

Differentiated Instruction

Instruction that is not “whole group” but uses instructional strategies, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, instructional needs, and learning preferences.

Discrepancy

Difference between actual and target level of performance on a test.

Disproportionality

Over-identification, or under-identification, of students from minority populations who are served through special education services.

Evidence-based Practice

Educational practices/instructional strategies supported by relevant research.

Fidelity of
Implementation

Implementation of an intervention, program, or curriculum according to research findings and/or developers’ specifications (frequency and length of sessions, methods, materials used, etc.).

Formative Assessment/ Evaluation

Measures of student performance collected primarily for the purpose of providing information that can be used to improve instruction, monitor progress, or inform instructional decision-making.

Functional Assessment

Behaviors: Process to identify the problem, determine the function or purpose of the behavior, and develop interventions to teach acceptable alternatives to the behavior.
Academics: Process to identify the skill gap, strategies that have and have not been effective, and develop interventions to teach the necessary skill(s).

Goal/Target 

The goal or target is the achievement target for the student. It should be measurable and have a quantitative target or level of achievement. For example, the goal may be to increase the student's reading comprehension to grade level by a particular date.

Group Plan vs.
Individual Plan

Within the context of RtI, the group plan is a document that identifies group members as well as the interventions provided to the group and may include other details (e.g., schedule, progress monitoring data). It is generally less specific than an individual RtI plan, which will include frequency, duration, and group, as well as each student’s current performance and target goal, and how the student’s performance will be monitored (including frequency). Group plans are common at Tier 1 or 2, while an individual plan is used typically at Tier 2 or 3.

Intervention

An intervention describes the targeted or focused instruction to be provided to enable a student to achieve his or her goal. Intervention examples may include an educational strategy, a purchased reading intervention program (e.g., Read 180), and/or student work with a reading specialist who will utilize a variety of research-based strategies.

Intensive intervention

An intervention describes the targeted or focused instruction to be provided to enable a student to achieve his or her goal. Intervention examples may include an educational strategy, a purchased reading intervention program (e.g., Read 180), and/or student work with a reading specialist who will utilize a variety of research-based strategies.

Intensive intervention

See Tier 3.

Learning Rate

Average progress over a period of time, e.g., one year’s growth in one year’s time.

Performance level

Levels of proficiency on a given test or assessment, defined by specified score ranges or cut-off scores, with labels such as Advanced, Basic or Proficient, Below Basic or Needs Improvement, and Failing or Warning level.

Positive Behavior
Supports

The practice of explicitly stating rules, expectations, and norms for behavior using research-based practices embedded in the school culture; behavioral interventions with a prevention focus.

Probes

A short test, set of test items that can be repeated and show progress, or item prompts administered by teachers as a performance assessment. Examples of common probes include:

• DIBELS – Dynamic Indicators of Basic Early Literacy Skills
  
• Test of Word Reading Efficiency (TOWRE)
  
• Curriculum based measures (CBMs)

Problem-solving Approach to RtI
vs Protocol Approach to RtI

The problem solving approach assumes that no given intervention will be effective for all students; it generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation) and is sensitive to individual student differences and implies a team meeting to assign students to interventions. Usually used for Tier 3.

The protocol approach makes use of a specified set of benchmarks or cutoff scores on assessments to assign students to different intervention groups/programs; the protocol approach uses the same research-based intervention for all students with similar academic or behavioral needs. Usually used for Tier 2.

RtI Team

Team at the district or school level that is overseeing the RtI process.

Progress Monitoring
(PM)

A scientifically-based practice used to assess students’ academic performance relative to established goals and evaluate the effectiveness of instruction. Current or baseline levels of performance of individual students are established and later performance levels are compared relative to that baseline at regular intervals

Response To
Intervention (RtI) 

RtI, or response to intervention, is an education method in which high quality instruction is provided to address an identified area of need for students, goals or targets are set, and the students' response to instruction is measured using frequent progress monitoring to inform any need for changes in instruction.

Research-based Instruction

Curriculum and educational interventions that have been proven to be effective for students based on research.

Scientifically-based Research

Education related research that meets the following criteria:

• Analyzes and presents the impact of effective teaching on achievement of students
  
• Includes study and control groups
  
• Applies a rigorous peer review process
  
• Includes replication studies to validate results

Screening

Assessment for a large population to identify individuals who may be at risk in a specified area of academic performance, such as reading or math.

Summative Assessment/ Evaluation

Evaluation of student performance conducted primarily for purposes of external accountability in order to determine the extent to which a program or activity has achieved its intended outcomes at the end of a year or unit of study.

Systematic Data
Collection

Planning a timeframe for, and following through with, appropriate assessments in order to monitor student progress.

Target Score

Stated goal or minimal level of expected performance over a given amount of time on a given test for a specific student or group of students.

Targetline (also called
Aimline)

Line on a graph that represents expected student growth over time; beginning point = student's baseline or initial level of performance; end point = goal.

Tier 1

The first level in a tiered model refers to instruction using the core curriculum; within an RtI framework, the level of instruction given universally to all students. Ideally, the core program of instruction is adequate for the needs of the majority of students (e.g., 80–85% of students learn grade level skills when given this core program). Differentiation in the core classroom is typically part of Tier 1.

Tier 2

The second level in a tiered model of instruction; within an RtI framework, the level of strategically targeted instruction given to a smaller number of students, chosen in relation to student data from practices documented to be effective with like students under like circumstances. Ideally, Tier 2 is provided to 10–15% of all students (those identified as not progressing satisfactorily using the core curricula provided in Tier 1).

Tier 3

The third level in a tiered model; within an RtI framework, the most intensive and individualized program of academic or behavioral intervention, directly targeting a specific area of need, and provided to individuals or small groups as a supplement to Tier 1 and Tier 2 interventions. Tier 3 intensive interventions are characterized by increased length, frequency and duration of instruction, and progress monitoring, and are meant for students who struggle significantly or who are not responsive to the strategic interventions provided at Tier 2.

Tiered Model

Common model of three or more tiers that delineate levels of instructional interventions based on student skill and need.

Trendline

Line on a graph that connects data points; compare against targetline (aimline) to determine responsiveness to intervention.

Universal Screening

Administration of a screening test/assessment to all students within a given grade level or school.