Response
to Intervention (RtI) is an outgrowth of changes in the Individuals with
Disabilities Education Act (IDEA) and No Child Left Behind (NCLB)
legislation. Previously, children who struggled academically in school
had to:
-
fit the
qualifications of a legislated category (special education, 504,
English Language Learners) to ensure there was funding for extra
services; and
-
fail
significantly before being served.
Rules and
regulations varied from state to state and level to level. A student
who qualified for special education services in Minnesota might not
qualify in Colorado. A student who qualified for special education
services in elementary school might not qualify in middle school.
RtI’s goal is to meet the needs of all
students at risk for failure, whether or not they qualify for a
legislated program. RtI is an individual, comprehensive,
student-centered problem-solving process. Educators employ
research-based interventions in their efforts to increase student
achievement. RtI then uses systematic monitoring
of student progress to track student success. A student’s lack of
response to regular education interventions becomes the determinant of
need for additional, more intense interventions.
