Educators typically follow a process for identifying students who struggle and implement a series of steps for providing individualized instruction. While the Response to Intervention (RtI) process is presented within the regulatory notes of the 2004 reauthorization of the Individuals with Disabilities Act (IDEA), it pertains to all students, not just those with identified disabilities. In fact, many schools and districts use RtI prior to special education referral.
create a graphic/flowchart outlining the steps for ensuring students are receiving the help they need.
Review your current school or district Response to Intervention (RtI) plans for identifying and designing interventions for readers and writers who struggle. Gather data, including input from other educators to determine the effectiveness of the existing plans.
Redesign the current plan to improve the process or to create the process, if needed.
Sample Answer
Framework for Redesigning/Creating an Effective RtI Plan for Readers and Writers
A successful RtI plan for literacy must be specific to the skills required for reading and writing, ensuring that interventions are effective, and that the process is efficient for educators.
A. Effectiveness Analysis (Gathering Data/Input)
Before redesigning, evaluate the current plan against these best practices:
Redesign Focus 2: Improving the Decision-Making Process (How to Respond)
Establish Clear Entry/Exit Criteria:
Entry: A student enters Tier 2 if their universal screener score falls below the 25th percentile and their teacher observes a persistent skill deficit.
Exit: A student exits Tier 2 back to Tier 1 if their weekly progress monitoring data shows 3-4 consecutive data points above the goal line on the charted graph.
Mandate High-Fidelity Checks: Before moving a student from Tier 2 to Tier 3, the team must verify that the Tier 2 intervention was delivered with 90% or greater fidelity for at least 8–10 weeks. Failure to respond to intervention is only meaningful if the intervention was delivered correctly.
Use Diagnostic Assessments: At the Tier 3 level, incorporate deep diagnostic assessments (e.g., a comprehensive phonological processing assessment) to precisely pinpoint the student's primary cognitive deficit. This ensures the intensive intervention is perfectly matched to the student's need, maximizing the chance of a response.