RTI is the process of instruction, assessment and intervention that allows schools to identify struggling students early, provide appropriate instructional interventions in academics and behavior to increase the likelihood that the students can be successful and maintain their class placements.
Traditionally, schools have had two parallel systems for students: general and special education. A student who was perceived to be unsuccessful in the general classroom was referred for evaluation for special education services and, if found eligible, was frequently served under the category of learning disabled.
The focus on RTI progress monitoring, early intervention and evidence-based practices is consistent with many of the requirements of the No Child Left Behind Act (NCLB 2001) and Reading First policies. RTI can be used to meet the requirements outlined in the Individuals with Disabilities Education Act (IDEA 2004) for determination of specific learning disabilities.
The RTI model can serve three distinct functions: screening and prevention; early intervention; and disability determination.
NCLB 2001 and IDEA 2004 include an emphasis on accountability and the use of scientifically based curricula. NCLB legislated significant changes in standards for schools that focus on accountability for every student’s progress, ensuring that students are taught by highly qualified teachers, proving that programs are successful based on scientifically based research and creating a system fully aligned with state learning standards.
The most recent changes in regulations emphasize the need to improve educational outcomes for students with disabilities by including them in accountability and assessment systems. IDEA focuses on providing access to the general education curriculum for students with disabilities through the use of evidence-based instructional practices. The most recent IDEA regulations include the use of RTI as one way to identify specific learning disabilities and provide early intervention services for students who are determined to be at risk for learning problems.
An effort is being made at the federal level to align many of IDEA regulations with NCLB. Examples are: ensuring that educational personnel are highly qualified; specifying that research-based interventions are used; enhancing student progress through the use of early intervention services; and preventing over-identification and disproportionate representation of minority students in special education. IDEA also requires that states submit annual state performance plans to report progress and performance across indicators associated with specified monitoring priorities.
Elements of IDEA align with the RTI framework in the following areas: scientifically based research; early intervention services; prevention of over-identification and disproportionate representation; and special requirements for determining and documenting the presence of a disability. IDEA requires evidence that a student has had appropriate instructional opportunities in the general classroom as part of a comprehensive evaluation for identification of learning disabilities. This evidence is collected from classroom observations and data on the student’s progress within the general curriculum. Identified students must have an individualized education program (IEP) that includes present levels of performance in the relevant academic and behavioral areas, annual goals, progress monitoring plans and a description of the intervention and services needed.
Within IDEA there is an increased emphasis on gaining access to the general curriculum through the use of scientifically based instruction and interventions, inclusion in assessment systems and the use of routine progress monitoring. Many of the changes in IDEA align with the RTI framework, including the focus on early intervention, data collection and the use of evidence-based practices.
RTI is used in a general education setting for prevention and early intervention of students’ learning difficulties. RTI provides documentation that the student has received appropriate and high-quality instruction in the general classroom (Mellard and Johnson, 2008).
“Response to Intervention (RTI) practice is not new. In fact, several variations of RTI have been adopted and implemented in various settings. RTI practices have been allowable under the federal law since the enactment of Public Law (P.L.) 94-142, a precursor to the Individuals with Disabilities Education Act (IDEA) (NASDE). However, under the reauthorization of the Individuals with Disabilities Educational Improvement Act (IDEA 2004) ‘the birth’ of this new method, along with the educational standard ‘discrepancy model’ used to identify learning disabilities, shifted the responsibility out of the ‘just for”
‘special education curriculum and into the general education curriculum’. This requires general education to monitor and measure student’s response to an individualized intervention in the general education classroom. What traditionally had been limited to the special education classroom is now a major factor in the general education classroom.” (McCook, 2006)