ABSTRACT
Response to Intervention (RtI) is an innovative framework for school improvement that is designed to help all learners achieve academic and behavioral proficiency. When schools follow the RtI framework, students who struggle in mathematics receive increasingly intensive interventions to supplement the research-based core instruction. The National Organization on Response to Intervention also provides guidance for selecting assessment instruments. In the RtI model, a multidisciplinary team of professionals uses assessment data to identify students’ specific deficiencies and then targets interventions to remediate those deficiencies. While groups of students with similar profiles are grouped together for instruction, the details of the intervention vary depending on the unique needs and performance data of the groups’ members. Regardless of the number of tiers, the data collected at each tier reveal the student’s responsiveness to intervention, and these data are used when making decisions about eligibility for special education.
