Response to Intervention (RTI) is a model for providing support, instruction and assessment for learners at all ability levels across academic areas like reading, including phonics, comprehension, and vocabulary.
Aligned with federal legislation such as the Individuals with Disabilities Education Improvement Act (IDEA 2004) and the No Child Left Behind Act of 2001 (NCLB), as well as scientific research, this model establishes that districts operate under the principles that:
Early intervention is critical to the prevention of reading failure.
A problem-solving approach utilizing performance data informs better decisions.
A multi-tiered delivery model unifies district resources to support learning.
RTI emphasizes a process of providing services and supports to struggling students through assessing and monitoring, providing access to high-quality instruction and interventions, and continued measurement to help guide future instruction.