Definition of Problem Solving:
Response to Intervention is the practice of (1) providing
high quality instruction/intervention matched to student
needs and (2) using learning rate over time and level
of performance to (3) make important educational decisions.
These components of RtI are essential to the development
of a successful RtI implementation strategy.
1. High Quality Instruction/Intervention
is defined as instruction or intervention matched to
student need that has been demonstrated through scientific
research and practice to produce high learning rates
for most students. Individual responses to even the
best instruction/intervention are variable. Selection
and implementation of scientifically based instruction/intervention
markedly increases the probability of, but does not
guarantee positive individual response. Therefore,
individual response is assessed in RtI and modifications
to instruction/intervention or goals are made depending
on results with individual students.
2. Learning rate and level
of performance are the primary sources of information
used in ongoing decision making. Learning rate refers
to a student’s individual growth in achievement or
behavior competencies over time. Level of performance
refers to a student’s relative standing on some dimension
of achievement/performance compared to expected performance
(either criterion- or norm-referenced). Learning rates
and levels of performance vary significantly across
students. Most students with achievement or behavioral
challenges respond positively to explicit and intense
instruction/ interventions. Decisions about the use
of more or less intense interventions are made using
information on learning rate and level. More intense
interventions may occur in general education classrooms
or pull-out programs supported by general, compensatory
or special education funding.
3. Important educational
decisions about intensity and the likely duration of
interventions are based on individual student response
to instruction across multiple tiers of intervention.
Decisions about the necessity of more intense interventions,
including eligibility for special education and / or
exit from special education or other services, are
informed by data on learning rate and level.
Benchmarking Periods:
Fall Benchmark: September 2 through September 26
Winter Benchmark: January 12 through January 22
Spring Benchmark: May 5 through May 15
Frequently Used RtI Terms
Extended Glossary Of Terms in RtI
