Response to Intervention (RTI)
Over the course of our studies (which began in 2004-5), Response to Intervention has become increasingly prevalent in the higher-performing schools. This is evident in our most recent study (2010-11) of elementary schools whose critical needs students (ethnic and linguistic minorities, low SES, and special education) perform well. See, especially, pp. 22-25 of the report What Works for Diverse and Special Needs Students. Case studies of individual schools reveal how RTI is enacted in practice. For example,
- School 19 in Rochester was a pioneer in introducing RTI as a way to ensure success for its students living in poverty (98% of the student body qualify for free or reduced-price lunch).
- At Forest Road School in the Valley Stream 30 District in Nassau County, teachers and administrators constantly monitor a variety of data to identify students in the red zone - those who require additional or different interventions to keep them on track academically, with a strong emphasis on literacy and language skills.
- At JFK School in Port Chester, teachers and specialists are testing an approach that concentrates all services at one grade level at a time, thus reducing the teacher-student ratio.
Additional details can be found in the presentation Using Data to Support Performance of Critical Needs Students (10.7.11) (see especially slide 28) as well as the Recognition, Intervention, and Adjustments theme of the Best Practice Framework for elementary critical needs. Also see the Monitoring: Compilation, Analysis and Use of Data theme of the originial elementary schools study (2005).
RTI is important to support performance in science at the middle level as well, as described in What Works in Middle School Science. Particulars can also be found in Recognition, Intervention, and Adjustments theme of the Best Practice Framework for middle school science.
Last updated or reviewed 8/24/2012