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 1: Identify Financial Resources
Guideline: Educators should be aware of financial resources available to support activities to implement Response to Intervention (RTI). Government funding is available for school improvement and other education programs and their associated requirements through federal and state resources. This task provides information on financial resources available to support RTI.
This 2007 question and answer document prepared by the U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) provides guidance to states and districts in complying with the requirements regarding early intervening services and response to scientific research-based interventions.
Prepared by the U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS), these document sections 300.711 and 300.226 addresses the final regulatory requirements regarding early intervening services. Purpose of Guidance 2008
This article, authored by St. Louis (Missouri) Public Schools' Anna Munson, reviews the use of federal funds to support RTI. The article reviews funding available through IDEA 2004 Part B; ESEA Title I, Part A; ESEA Title III; and discretionary grants.
The U.S. Department of Education's Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA) provides information about the services, programs, activities and resources available to educators, parents and students under Title III and Title V of ESEA.
This link to the U.S. Department of Education's Office of Special Education Programs (OSEP) Programs and Projects website provides information on IDEA funding.
This link to the Center on Response to Intervention website provides questions and answers on the use of federal funds to support RTI initiatives.
This link to a Project Forum document, supported by the National Association of State Directors of Education, identifies issues and recommendations associated with implementing early intervening services.
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.