Response to Instruction & Intervention

Office of Student Support Services Contacts
Assistant Superintendent Mary Toomey, Ed. D. (978) 975-5900 x25614 This email address is being protected from spambots. You need JavaScript enabled to view it.

Lead Counselor 

Brittany Lynch (978) 975-5900 x25698 This email address is being protected from spambots. You need JavaScript enabled to view it.



pyramid divided into three and each piece is a different color showing different tiers of support

Response to Instruction & Intervention (RtII) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RtII process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student responses to the interventions and instruction. RtII is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.

The image in Fig. 1.1 shows the (RTI) Response to Intervention 3 Tiers of Support diagram. The lower most red section in the pyramid diagram is Tier 1 – Core Classroom, Instruction. The Middle yellow section of the pyramid in the diagram is Tier 2 – Targeted Small Group, Instruction. The last green top most section of the diagram is Tier 3 – Intensive Individual, Intervention. 

For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner

  • High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
  • Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
  • Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
  • Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.

LPS RtII Recommended Flowchart

Additional Resources: