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Response to Intervention (RtI)
For more information:
Lynne DeSousa, MTSS Specialist/RtI and PBIS Integration Coordinator
RtI is a preventive approach to improving individual outcomes through high-quality universal instruction within a multi-tiered system that connect supports matched to students' academic, social-emotional, and behavioral needs.
Key Features of RtI
- Collaborative Teaming across all educational systems (including but not limited to general, special, compensatory, and gifted education).
- A clear problem-solving model with steps and routine
- A formal and predictable process to build and implement solutions
- Decision rules based on data from a variety of formal and informal assessment tools (including curriculum-based measurement, diagnostic assessment, observation, and validated screening and progress monitoring tools).
RtI within COMTSS Table
Purpose: The RtI within COMTSS Table provides a more detailed look at how RtI fits within each of the five Essential Components of a Colorado's Multi-Tiered System of Supports. Information from the table is intended to be both practical and user-friendly for those who need a quick reference.
Response to Intervention within Colorado Multi-Tiered System of Supports
The Colorado Department of Education emphasizes that Response to Intervention (RtI) lives within a Multi-Tiered System of Supports (MTSS). MTSS is defined as “a prevention-based framework of team-driven, data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence- based practices applied at the classroom, school, district, region, and state level.” MTSS supports every stakeholder through capacity-building and system development. MTSS may be likened to a tapestry with common threads of prevention science, tiered logic, integrated learning supports, implementation science, effective teaming practices, and data-based problem solving.
RtI is narrowly focused on the use of data, practices, and individual student systems to ensure every student makes the necessary educational growth to succeed in postsecondary settings and to advance in career pathways of choice. In Colorado, RtI is defined as a preventive approach to improving individual outcomes through high-quality universal instruction within a multi-tiered system that connect supports matched to students’ academic, social- emotional, and behavioral needs.
Tools and Resources:
Colorado Multi-Tiered System of Supports, Response to Intervention, and Positive Behavioral Interventions and Supports Crosswalk:
Colorado Multi-Tiered System of Supports, Response to Intervention, and Positive Behavioral Interventions and Supports Crosswalk
Purpose: The purpose of this document is to provide educators (e.g., leadership teams, administrators, teachers, implementation support personnel) with information regarding the evolution and interrelatedness of Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS), and Colorado Multi-Tiered System of Supports (MTSS). The content here reflects current thinking, distinctions between PBIS and RtI, and clarity around alignment of how the frameworks function under the MTSS umbrella in Colorado. As mutually supportive frameworks within an MTSS, RtI and PBIS are essential. This document describes elements of RtI (e.g., legislative expectations and effective practices), and PBIS that are embedded within MTSS.
Format: This document has two sections. Section One provides information on the definitions, features, and components. Section Two provides information about the strategic concepts incorporated in the frameworks. Citations/publication dates are included to clarify adaptations that have been made over time.
Color Coding: The boxes highlighted in yellow represent the historical foundation of RtI and PBIS. The column highlighted in light blue demonstrates how CO-MTSS integrates and builds upon PBIS and RtI to establish a larger system of supports.
Online Tools and Resources:
- MTSS Strategy Guidelines
- PBIS Strategy Guidelines
- Guidelines for Determining Eligibility for Special Education for Students with Serious Emotional Disability
- Specific Learning Disability Guidelines
- Social/Emotion/Behavioral Trainings:
- Whole School, Whole Community, Whole Child (WSCC)
- Twice Exceptional
- Colorado's School Climate Approach
- Colorado's Pyramid Model Implementation ToolKit
- Making Decisions about Least Restrictive Environments (LRE)
Research Journal Articles:
- Data-Based Individualization- Printable Article List
- Districtwide Evaluation of Rtl Implementation: Success, Challenges, and Self-Efficacy
- A Multi-tiered Systems of Support blueprint for reopening schools
- MTSS for All: Including Students with the most significant cognitive disabilities