RTI is a multi-tiered data-driven process for providing interventions of increasing intensity to improve student outcomes. It involves universal screening, empirically validated interventions matched to student needs, frequent progress monitoring, and using student data to inform educational decision making. The goals and intensity of interventions vary across tiers, with three tiers most commonly used. RTI principles establish systems to deliver interventions through multiple tiers and use data to evaluate individuals, classrooms, and schools.

1. Response to Intervention
(RTI)

2. RTI is a data-based process to establish, implement,
and evaluate interventions that are designed to
improve human services outcomes. As a system, RTI
depends on a graduated series of interventions, called
tiers, that vary by interventions intensity and
measurement precision. Services are provided based
on empirically validated interventions, revised as
needed through progress monitoring and formative
evaluation, and evaluated through comparing results
to goals. [1]

3. RTI Basic Principles [2]
RTI processes and procedures establish
systems for delivery of interventions through
multiple tiers that vary in intensity of
interventions and measurement precision.
Although three tiers are typically used, some
RTI systems use four or even five tiers.

4. RTI Basic Principles
Identification of overall goals and specific
objectives is based on priorities established in
educational, family, and community systems.
Goals most often originate in federal, state,
and local standards for academic achievement
and local standards for behavioural emotional
regulation.

5. RTI Basic Principles
Periodic universal screening of all students
assesses circular and instructional
effectiveness and individual risk status, using
measures related to socially valid outcomes.

6. RTI Basic Principles
RTI interventions are based on selection
empirically validated interventions in domains
of academic, behaviour, and emotional
regulation; matched to students needs; and
implemented over a sufficient period of time
with good treatment fidelity to achieve goals.
[3]

7. RTI Basic Principles
Frequent Progress monitoring is used with
appropriate measures, results compared to
developmental benchmarks and goals,
graphing of results against goals, and
formative evaluation decision rues specifying
changes in interventions, if not met, or raise
the goals.

8. RTI Basic Principles
RTI models differ in the breadth with which
they are used in educational decision making.
Sometimes models address only what are
described here as Tiers I and II. Other models
of RTI data as the foundation of Special
Education identification and to monitor and
improve special education program results.

9. RTI Basic Principles
Evaluation of Individuals, classrooms and
school is based on RTI data, including
decisions about curriculum and instructional
procedures.

11. Credits and references
 1 (Reschly & Bergstrom, 2009; Reschly & Tilly, 1999)
 2 Barbour 2002, Batsche et. al 2005, Gresham, 2002; Marston,
2002; Reschly & Bergstrom, 2009; Tilly, 2008;
VanderDerHayden, Wit & Gibertson, 2006; Vaughn & Roberts,
2007.
 3 Kavale, 2007; Vaughn, Gersten, & Chard, 2000
 Multitiered Diagram developed by DJ Reschly, SM Smartt and
RM Oliver with Sugai, Horner, & Gresham’s, 2002