Middle School Teachers' Sense Making of RTI: A Case Study

Overview of RTI:

The first step is for educators to gain an understanding of the underlying components included in Response to Intervention (RTI) methods. RTI is a multi-tiered approach to providing instruction and services for all students at increasing levels of intensity. The roots of RTI derived from Caplan’s (1964) public health prevention model, Deno’s  (1985; Deno & Mirkin, 1977) data-based program modification model, and Bergan’s (1977; Bergan & Kratochwill, 1990) Directors of Special Education [NASDSE], 2005). RTI is a process for implementing high-quality, scientific research-based interventions based on learner needs, which includes universal screening of all students for academics and behavior, progress monitoring of student performance, adjusting teacher instruction based on student response, checking the fidelity of implementation, and making team-based educational decisions that are data driven and can be applied to general, remedial and special education (Brown-Chidsey & Steege, 2005; Jimerson et al., 2007). The goal is to have a seamless instructional delivery system based on student response. A major outcome of properly instituted RTI methods is early identification and intervention for academically or behaviorally struggling students (Bradley, Danielson, & Doolittle, 2007; Brown-Chidsey & Steege, 2005; Fuchs & Fuchs, 2006, 2007; Fuchs & Deshler, 2007; Haager, Klinger, & Vaughn, 2007; Jimerson et al., 2007; NASDSE, 2005).

In an RTI framework, the levels of intervention are referred to as tiers. Most RTI models have three tiers, but some may have as many as seven different tiers (Berkeley, 2009). The conceptual framework consists of levels (primary, secondary, and tertiary) with each level representing one or more tiers. A three-tiered model has level one or tier one constituting a high quality, core academic/behavior curriculum that meets the needs of most students representing about 80% of a school’s population (Fuchs & Fuchs, 2007). Secondary prevention or tier two has evidence-based interventions to meet the needs of most students (about 15%) at-risk for learning and/or behavioral challenges. Tertiary prevention or tier three addresses the needs of student who are at the most risk (about 5%) and who have demonstrated minimal response to interventions in tiers one and two. Basically, the three-level system increases in intensity (sometimes referred to as prevention), which represents a continuum of academic and behavioral supports (Brown-Chidsey & Steege; Fuchs & Fuchs, 2005, 2006, 2007; Fuchs & Deshler, 2007).

RTI Resources:

The National Center on Response to Intervention 
Intervention Central
RTI Wire