Response to Intervention KnowledgeBase
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: Learn About Research on RTI and Early Childhood Learning
Guideline: Research on response to intervention (RTI) in early childhood is in its early stages, but is progressing quickly due to its efforts to build on the existing knowledge base in the primary and elementary grades. It is important to know where to find the latest research reports so emerging findings can be incorporated into practice.
This link to the Center for RTI in Early Childhood website provides a list of publications on RTI in early childhood.
As noted in the document's Executive Summary, "This document describes what is known about an early intervening system being developed for young children (i.e., 3 to 5 year-olds), called Recognition and Response."
This document developed by the University of North Carolina's National Professional Development Center on Inclusion provides an overview of the RTI framework and explores the feasibility of implementing tiered instruction in early childhood learning environments.
The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.