Response to Intervention (RTI)

  • Response to Intervention (RTI) functions as a significant educational strategy or framework designed to identify students who may be at-risk for substandard academic or behavioral performance and intervene by providing supplemental interventions targeted to their learning needs. The overall purpose of RTI at Mount Vernon City School District is to create and sustain learning environments that are effective and lead to desired outcomes for students.  RTI matches instructional strategies and supports to student need in an informed, on-going process of planning, implementing, and evaluating the effectiveness of the curriculum, the instruction, and related supports.

    There is compelling evidence that RTI can successfully engage a school’s staff in a collective process to provide every child with the additional time and support needed to learn at high levels (Burns, Appleton, & Stenhower, 2005).  To realize the benefits of RTI, we have to develop a new way of thinking about how schools should work and redefine our responsibilities as educations.  There isn’t a one size fits all way to implement RTI, each school needs to adapt research and proven practices to meet the needs of their students in a fluid, reflective, collaborative manner. 

    RTI is grounded in the belief that ALL students can learn and achieve when provided with effective teaching, research-based instruction, and access to a standards based curriculum.  “When schools operate as professional learning communities (PLC), create a pyramid of interventions, and implement response to intervention, they create the opportunity for powerful change” (Buffum, Mattos & Weber, 2009).         

    Research and practice has determined that they only way for an organization to successfully implement RTI practices is within the professional learning community model (Buffum, Mattos, & Weber, 2012; DuFour, 2010)

    • RTI and PLC are complimentary processes, built upon proven research on best practices and designed to produce the same outcomes – high levels of student learning.
    • PLCs create the school wide culture and structural foundation necessary to implement a highly effective RTI program
    • RTI shouldn’t be a separate program but instead it should be part of the PLC goal or creating an effective process of intervention and enrichment

    The Mount Vernon City School District's RTI Intervention Plan (PDF), was disseminated in the Spring of 2015.

RTI Defined

  • What is RTI?

    Response to Intervention or RTI intergrates assessment and intervention within a multi-level prevention system to maximize students achievement.

    With RTI, schools can use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness, and identify students with learning disabilitirs. (NCRTI, 2010)