Response to intervention (RTI) is a framework used in many US schools to identify and support pupils who are struggling, before they fall far behind. Many schools now use the broader name multi-tiered system of supports (MTSS), which also includes behaviour and wellbeing. The idea is simple: give help early, in increasing amounts, and check whether it is working.
The tiers
- Tier 1: core teaching for everyone. Good classroom teaching, with regular screening to see who is not keeping up. See quality-first teaching.
- Tier 2: targeted small-group help. Extra teaching a few times a week, for pupils who are falling behind, often for a set number of weeks.
- Tier 3: intensive, individual help. Longer, more frequent and more specialised teaching for pupils who still need more.
Pupils can move between tiers. The US Individuals with Disabilities Education Act allows schools to use RTI as part of identifying specific learning disabilities, but a parent can still ask for a full evaluation at any time.
Key parts
- Universal screening two or three times a year with brief tests.
- Evidence-based interventions, such as structured programmes for reading or maths with proven records. The Institute of Education Sciences publishes practice guides on RTI in early reading and in maths.
- Progress monitoring. Frequent short measures, such as one minute of reading aloud, show whether a pupil is improving. See assessment that helps children learn.
- Data-based decisions by a team, including when to change an intervention.
- Fidelity. The intervention must be delivered as designed.
In England
There is no RTI by that name, but the same logic is in the SEND code of practice's "graduated approach": assess, plan, do, review, with support increasing as needed, and an EHC plan for those with complex needs. See extra support.
Involving families
- Ask for the screening results and what they mean.
- Ask what the intervention is, how often, who delivers it and for how long.
- Ask how progress will be measured and when you will be told.
- Ask what you can do at home.
- If you remain concerned, you can ask for a formal evaluation; see psychoeducational testing.
Cautions
RTI should not delay help for children who clearly need a full evaluation. It also depends on staff time and training. Where it works well, the data show clear patterns and resources go where they are needed.
Sources and further reading
