Response to Intervention


This is a multi-tiered approach whose main aim is to service provision as well as interventions to any struggling learners. This approach combines the most critical features of assessment and training to all learners who could be experiencing difficulties in their learning, Melland (as cited in Porter, 2008). It is a consortium intervention program that starts right at the general education. It is usually applicable for all students and has been perceived as the best modality of improving the general performance of all students in the general classroom. Response to Intervention is very crucial intervention and hence recommended for all students in general classroom and for any professional educational environment. This paper is mainly going to focus on Response to Intervention, its value, characteristics, and purpose. It will also assess on how RTI can be used the modification of an educational environment.


The results obtained from the application of the Response to Intervention approach cannot be termed as being magic. As regularly said and understood, it is totally difficult and impossible to solve any problem immediately. This implies that, there has to be time length as well as putting into consideration some aspects in order to ensure that a solution is found for any problem in question. However, based on the RTI framework, the approaches has been very crucial and effective in improving the general performance of all students.


There are four features associated with Response to Intervention and these include the following. Collaborative problem solving among all involved parties, multi-tiered systems of teaching as well as caregiving practices, ongoing and continuous and high quality curriculum.

Collaborative problem solving process

This approach helps teams in making stringent decisions regarding the worth of curriculum. It also focuses on the improvement of in research based practices. In an attempt to improve on support and development, the approach also works on the assessment of the needs of an individual student. Partnered and collaborative strategies between families and program personnel have helped in strengthening and implementing the Response to Intervention program. In early childhood education, the RTI has been highly valued and much emphasis has been laid on families who are also key players in the designing, evaluation, and the final intervention of RTI for their respective youngsters (Whitten, Esteves & Woodrow, 2009).

Multi-tiered systems of teaching as well as caregiving practices

These are research-validated approaches whereby both caregiving as well as training practices are used both within and across tiers with the main aim of responding to the diverse needs exhibited by both individual and groups of young children. In a Response to Intervention program, the aggregate number of tier will vary. However, the concept is that the bottom tier is the one that carries the overall content and the basics of caregiving and training practices considered important for every young children. The subsequent tier is the one that carries the caregiving and training practices that are considered fit for children who may benefit from more support. The important characteristic in this kind of approach is that the particular and individual child’s needs are matched alongside a particular tier. The matching support implies that different youngsters will receive different levels of instructions or trainings for different projected outcomes. For instance, a toddler will be offered with tier 1 that aims at caregiving support on developmental language skills while at the same time receive tier 3 that is essential for child walking support. Under this approach, if a youngster is receiving a higher tier support that relates to a specific outcome area while at the same time receiving a program monitoring data, it then implies that, that particular youngster is making a positive advancement and adequate growth towards that specific outcome (Kovaleski, 2013).  However, it is worth noting that despite the level of support or tier, it is always important the standards that relate to effective caregiving and teaching practices as it may be recommended.

Ongoing and continuous progress monitoring approach

This approach features several terms that have been very appropriate in describing the nature of RTI. Assessment is widely used in this case to refer to the practice of correcting data in order to enable an individual in making critical decisions. Such decisions will include judgments on the status of an individual child and further assessment of a child in relation to his/her peers. This approach also comprise of the universal screening that helps the teams in the assessment of whether a particular youngster is ‘falling behind’ and whether that particular child may require any additional support services. The instruments in used under the screening approach are very vital in the assessment of a child’s performance in relation to a set benchmark. There is the progressive monitoring, which is used to describe the logical and continuous assessment of informing decisions as to whether youngsters subjected to research-based instruction are positively responding to the instruction as required.

High quality curriculum for all children

Under the context of Return to Intervention, the term curriculum has been widely used to refer to the planning and assessment of different children. it is used to refer to the different determinations made on different children in order to assess individual children’s needs and to what level or degrees (Pianta, 2012). A high quality curriculum as found in RTI helps in the critical assessment and comprehensive analysis of learning outcomes and as such serves as a base guidance of what instruction or training practices to be used in order to achieve improved outcomes.

Purpose of RTI

The main importance of RTI is that it has been used as an identification method of those children with learning disabilities. It has also been used as a transformation program in the way different students are educated. Its framework model has been used in the a remedy of creating well integrated decisions of instruction as well as intervention programs essential in the improvement of the general achievement of children with learning disabilities. Regardless of whether students have a disability, they can always the support they require soon as they exhibit difficulties in their learning. Studies also show that it is possible to dramatically change or completely bring to an end the field of learning disabilities (Searle, 2010).

Educational environment to modify

In order to have a good understanding of the subject matter that is taught in school, there is a dire need to have exhibit proficient reading. In modern times, there has been more and more emphasis on education and as such there is increased number of both children and adults who require to be helped in reading, writing, and the general application of grammar. Some people have been experiencing learning difficulties associated with dyslexia problems. People experiencing dyslexia problems, whether children or adults, are likely to suffer from mental abuse as they feel segregated and discriminated.

As above mentioned, this is not only an observable phenomenon among the children but also evident among adults. Students with Dyslexia are likely to suffer from discrimination and depression in the adult schools and are likely to be abused by their colleague students (Swarbrick & Marshall, 2008). As such there is a need to intervene and come up with strategies that would help change the general school environment. Return to Intervention is not only applicable to junior students but can also serve a great role among senior students experiencing learning difficulties. It is true that people with dyslexia need one-on-one help and as such Return to Intervention will be of importance as it will help in determining and setting up the best training and intervention practices that will help realize great results. Just like in junior classes, RIT will help senior school teachers in doing an in depth assessment on the students. They will thus be able to know what form of training and intervention programs to employ in order to improve on the general performance of the students.


Based on the above discussion it is evident that RTI is an essential tool in addressing issues related to students with learning disabilities. People with different learning disabilities exhibit different forms of challenges and as such there is a need for teachers to put in place mechanisms that will appropriately address such challenges. RTI has been adopted as the best mechanism as it does not only help in identifying the learning difficulties but also in changing the whole teaching system of the teachers. It has also been appropriate and effective in responding to learning disabilities, such as dyslexia, among senior students in high schools.


Kovaleski, J. F. (2013). The RTI approach to evaluating learning disabilities.

Pianta, R. C. (2012). Handbook of early childhood education. New York: Guilford Publications.

Porter, L. J. (2008). A Case Study of the Implementation of Response to Intervention in an Elementary School. Michigan: ProQuest.

Searle, M. (2010). What every school leader needs to know about RTI. Alexandria, Va: ASCD.

Swarbrick, J., & Marshall, A. (2008). The Everything Parent’s Guide to Children with Dyslexia: All You Need to Ensure Your Child’s Success. Avon: Adams Media.

Whitten, E., Esteves, K. J., & Woodrow, A. (2009). RTI success: Proven tools and strategies for schools and classrooms. Minneapolis, MN: Free Spirit Pub.