Requirements of the
Intervention Process
RTI Process Overview
All students can learn, but not all students
learn alike. Many students will need some
form of intervention during their school
years.
RTI provides a framework to deliver
effective interventions to meet student
needs.
Tier 1 - School-Wide Instruction - Learning
facilitated in the classroom with minimal
additional support (80-90%).
Tier 2 - Target Interventions - Additional
supports given to some students to help
increase learning in a specific part of the
curriculum (5-10%).
Tier 3 - Intensive Interventions - Direct
services tailored to a few students based on
their unique learning needs (1-5%).
Special Education - For students who have
gone through the 3 tiers and have been
identified as having some form of a
disability. Specialized services through an
IEP plan can be provided.
Staff or parent identify an area of concern
and work together through phone
communication and conferences. Staff and
parent implement Tier 1 and/or Tier 2
strategies/interventions in the classroom
and gather data.
If concern persists, staff or parent make a
referral based on Tier 1 or Tier 2
intervention data. RTI Referral form is
completed and submitted to School
Counselor.
School Counselor schedules a meeting with
a combination of the following people
based on student need:
 Parent
 Classroom Teacher
 Counselor
 Administrator
 School Psychologist
 Intervention Specialist
 Speech Pathologist
 School Nurse
 Occupational Therapist
 Other Teacher or Staff Member
A meeting is held with the core team.
Concerns are prioritized and the
collaborative problem solving process is
utilized. The following decisions are made:
 Interventions to implement
 Ways to monitor progress
Identified team members implement
selected interventions for about 4 to 8
weeks.
Follow-up team meeting is held. Databased decisions are made regarding next
steps.
Future follow-up meetings are held every 8
weeks or as needed.
*** The law states that interventions must
be tried and documented before any testing
or evaluation is conducted.

All learners can and will learn
“Response to Intervention (RtI)
Is the practice of providing high quality
instruction and interventions matched to
student needs, monitoring progress
frequently to make decisions about changes
in instruction or goals and applying child
response data to important educational
decisions.”
(NASDSE, 2005)

Uniqueness of each learner is
valued and supported.
Mission/Goal

Membership to community of
learners is assumed and
unconditional for all.

All team members are valued
equally. Their collaboration is
critical to the success of each
learner.
Underlying Assumptions
In a Collaborative Problem-Solving
Community…..

No one person is THE EXPERT.

Ownership for the education of
learners is shared and historical
roles are stretched.
SWO SERRC—9/98
Ongoing process to help all learners
succeed.
Seeks to use interventions to resolve the
concern and not find fault to why concern
is occurring.
Uses time efficiently while providing
immediate intervention, support, and
enrichment for all students.
Intervention should provide instructional
and educationally relevant information,
which should be used to monitor student
progress and base future decisions upon.
All decisions about a student’s learning
needs are team-based.
RESPONSE TO
INTERVENTION
(RTI)