This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.
The Response to Intervention KnowledgeBase is an online resource supporting educators in understanding and implementing the response to intervention (RTI) model. The National Implementation Research Network (NIRN) has identified four stages in the implementation of evidence-based strategies such as RTI. The first stage is Exploration, and it involves consideration of the essential components of RTI models and the district or school's readiness to implement an RTI model with fidelity. During the second stage, Installation, a district or school selects an RTI model and works actively to put in place all of the supports necessary for implementing the essential components. These supports can include staff member training, policies, implementation guides, forms, assessments, instructional programs, and software. The third stage is Initial Implementation, and it involves implementing the essential components. Initial Implementation can involve just a few components or teachers, and then implementation expands over time. When the majority of teachers are implementing all components of RTI with fidelity, the district or school is in the fourth stage, called Full Implementation. This KnowledgeBase is geared primarily toward those in the Exploration and Installation stages, with some resources for those in the Initial Implementation stage.
Task 2: Monitor Primary Prevention/Core Instruction
Guideline: School administrators and instructional leaders can help ensure primary prevention (or core instruction) is implemented effectively. Rather than thinking about fidelity to a specific program, educators should think about fidelity of effective instruction. This can be accomplished by (a) visiting classrooms and observing whether teachers are using small groups, assuring content is matched to students' assessed skills and observing whether all children seem to be engaged in meaningful learning activities and (b) applying frequent progress monitoring to the important skills. If all students are gaining skills at expected rates, the teacher would be considered to have achieved fidelity to effective instruction.