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Response to Intervention (RTI) Coursework



Basically, RTI is an integrated method of examining and intervening in a high-leveled prevention model in order to optimize learner achievement as well as reducing behavioral concerns.

With RTI, institutions apply data in identifying learners exhibiting low performance, check learner progress, offer evidence-focused intercessions and regulate the weight and overall structure of such intercessions basing on a learner’s feedback, and determine learners experiencing education impairments or other impairments (Fletcher et al., 2007).

Assessment must meet curriculum standards, adhere to technological sufficiency levels of viability and authenticity and offer enough guidelines to support learning programs that are student friendly.

Ideally, there are three core functions for evaluation during learning and behavioral knowledge in the RTI model: determining the efficacy of the institution, level and curriculum; comparing learner responsiveness to grade position baseline objectives; determining if a learner is improving after intervention; and identifying particular skill deficiencies (Tomlinson and McTighe, 2007).

Response to Intervention Framework

The intervention procedures are important elements of RTI that support the common principle that liability for learner education is shared. RTI represents greatly designed, information focused framework which is vital during decision making throughout the intervention process.

The procedures for problem solving need an apparent methodology, a determination of possible sources, plan developing, implementation, and assessment so as to achieve the desired results (Hallahan and Kauffman, 2004).

A typical RTI framework comprises three tiers: Tier I dealing with key classroom guideline available to all learners, tier II that entails personalized support for learners showing insufficient development based on age, performance and behavior challenges, and tier III which provides an intensive and more focused intercession that is knowledge-explicit and based on development checking information as described in the table below.

General institution details
  • Rural region
  • 350 pupils
  • 60% Hispanic, 20% Asian, 10 % Black American, 5% White, 3% Filipino; 70% with socio-economic problems; 25% English native speakers; 9% learners with impairments.
  • 10-session day (30 minutes)
RTI model summary
  • 3 tiers; 1 of English, 1 in algebra, and another one of science lessons
  • Mix of both problem solving and ordinary procedure
  • Contribution to progress through personal Assessment a significant factor of key instruction
  • Small education groups for facilitating links among learners and between learners and tutors
Deliverables/scope of model


  • To check tendency of numerous learners performing poorly in many classes.
  • To grow entire learner performance
  • To improve learner enrollment as per the requirement of various institutions.
  • To increase the performance level of learners undertaking the exit test for the first time.
  • To generate specific, school-based approach to RTI sections under implementation.
Timing 1st year of application
  • Methods: Reading Assessment (done at the end of 8thgrade), middle level grades, national baseline test performance, attendance information
  • Low performance for at least single level
  • Poor performance in school exit test during initial implementation
  • All selection information utilized to identify students who should be considered for Tier II and Tier III
Tier I/Key information
  • Precise, research-focused details offered to all learners
  • Continuing decisive test utilized to check learner advancement; basic tests designed in algebra and/or basic writing assessments developed for English
  • All information complied with national requirements
  • Evaluation strategies integrated into majority of key classes
  • Flip charts popularly utilized in algebra in order to actively engage all learners and monitor for precision
Tiered intercessions


Tier II
  • English and algebra focused interventions
  • Interventions offered during class time to all learners in the same language status (4thto 8thlevel) or algebra grade
  • Algebra 1 provided as a two year course (mathematics ½ and 3/4)
  • Learners in both algebra levels struggling after the initial 11/2 months reorganized/grouped into levels that provide various support programs
  • Interventionist serves as subject tutors and assist individuals
  • Tier II intercessions full term long
  • Additional intercessions: teaching, retraining, weekend learning
  • Specific instructions for all learners under intercession; supervised by professionals.
  • Precise and logical instructions
  • After-class tutoring chances offered by science tutors to assist learners struggling with specific topics

Tier III

  • Linda mood-bell education made available to learners studying at 3rdgrade position or below
  • Learners bearing numerous behavioral issues (transfer, suspension) performed in private classrooms
  • Absence of Tier III in math
  • Credit recoveries were given once per week for approximately 90 minutes per lesson.
Progress checking
  • Basic tests administered in key math topics every month
  • Basic writing assessment to check progress in English
  • Tier II advancement assessment in math twice a month via tutor-generated exam comprising algebra questions related to particular topics provided
  • Tier II advancement checking in English
  • Tier III language monitoring through GORT and daily reading details documented by the tutor during teaching
Data-driven decisions
  • Information analyzed while conducting class and small study groups; adjustments made to intercessions so that instructions would be at suitable grades for learners
  • Data utilized by tutors in differentiating instruction during the intercession
  • Three math tutors would supervise advancement during initial 11/2 months of the quarter. These teachers would readmit learners as per their requirements; learners should remain in these groups for the whole year
  • Progress evaluated every term to know if the learners get out or get in the intercessions

As described in Deno, 2003, p. 189.


A learner who has not complied with Tier II and III intercessions based on reading and written English, or algebra, may be a candidate for specialized learning as students with certain learning impairment.

Traditionally, eligibility required a learner to indicate an incongruity between his Complete Level IQ performance and his normal performance during assessment. Details generated while conducting Tier II and III would show the learner’s sections of deficiency and stagnant performance when applying study-focused intercessions (Deno, 2003).


Key instructions refer to what entire learners pass through and desired to acquire from the overall RTI framework. It is assumed that all learners understand Tier I curriculum and/or contents of the program. The key instructions are founded on lasting understanding and necessary queries contained in the RTI model.

Learners with overall selection or behavioral test requirements that fail or exceed set requirements that have been recommended by the institution or school should be referred to Tier II intercessions. Such intercessions are additional to and based on key instruction.

Learning is provided to specific categories with learners who share same learning requirements. The choice of intercessions for learners during phase II is guided by the following criteria: students sharing same learning needs contained in the RTI framework and proof that the intercession would be effective.

In conclusion, the integrated method of examining and intervening in a high-leveled prevention model must optimize learner achievement as well as reducing behavioral concerns.


Deno, S. (2003). “Developments in Curriculum-based Measurement.” Journal of Special Education, 37(3), 184–192.

Fletcher, M., Lyon. G. R., Fuchs, L. & Barnes, M. (2007). Learning Disabilities: From Identification to Intervention. New York: Guilford Press.

Hallahan, D. & Kauffman, J. (2004). Exceptional Learners: an introduction to special education. Boston, MA: Alllyn & Bacon.

Tomlinson, C. & McTighe, J. (2007) Integrating differentiated instruction and understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

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