Understanding Response to Intervention—A Review of Where We Stand in 2025
This issue of NASET’s RTI Roundtable focuses on the latest (2025) updates in understanding Response to Intervention (RtI). To review, RtI is an educational approach designed to identify and support students who are struggling academically or behaviorally through a tiered system of interventions. It emphasizes early identification and provides increasingly intensive levels of support based on the student’s needs. The RtI process begins with high-quality, research-based instruction delivered to all students in the general education classroom (Tier 1). If a student does not respond adequately to this instruction, they receive targeted interventions in smaller groups (Tier 2). For students who continue to struggle, more individualized and intensive interventions are provided (Tier 3), which may involve specialists or special education services. The goal of RtI is to address learning or behavioral difficulties before they become more severe, reducing the need for formal special education identification.
1. What is Response to Intervention (RtI)?
Response to Intervention (RtI) is an educational approach designed to identify and support students who are struggling academically or behaviorally through a tiered system of interventions. It emphasizes early identification and provides increasingly intensive levels of support based on the student’s needs. The RtI process begins with high-quality, research-based instruction delivered to all students in the general education classroom (Tier 1). If a student does not respond adequately to this instruction, they receive targeted interventions in smaller groups (Tier 2). For students who continue to struggle, more individualized and intensive interventions are provided (Tier 3), which may involve specialists or special education services.
The goal of RtI is to address learning or behavioral difficulties before they become more severe, reducing the need for formal special education identification. Progress is closely monitored throughout the process using data-based decision making, allowing educators to adjust interventions based on the student’s response. RtI promotes collaboration among teachers, specialists, and families to ensure students receive timely and effective support. By intervening early and systematically, RtI helps improve student outcomes and ensures that resources are allocated efficiently to those who need them most.
2. What are the core components of RtI?
The core components of Response to Intervention (RtI) include high-quality instruction, universal screening, progress monitoring, and tiered intervention. First, RtI begins with high-quality, evidence-based instruction delivered to all students in the general education classroom (Tier 1). This ensures that every student has access to effective teaching practices. Universal screening is conducted regularly to identify students who may be at risk for academic or behavioral difficulties. This screening helps educators catch problems early before they become severe. Progress monitoring is another essential component, involving frequent assessments to track student performance and growth. These data allow teachers to make informed decisions about whether interventions are working or need to be adjusted.
Another critical element of RtI is the tiered system of support. Students who do not respond adequately to Tier 1 instruction receive more targeted, small-group interventions at Tier 2. These interventions are more intensive and focused on specific skill deficits. If progress is still insufficient, students move to Tier 3, where they receive individualized, intensive interventions often involving specialists. Throughout all tiers, collaboration among educators, families, and specialists is emphasized to ensure a coordinated approach to support. These core components work together to provide early, systematic assistance tailored to each student’s unique needs, improving their chances for academic and behavioral success.
3. How many tiers are in the RtI model?
The Response to Intervention (RtI) model typically consists of three tiers, each representing a different level of support based on student needs. Tier 1 includes high-quality, evidence-based instruction provided to all students in the general education classroom. This universal instruction is designed to meet the needs of most learners and is the foundation of RtI. Teachers regularly monitor the progress of all students to ensure they are meeting grade-level expectations. Those who struggle despite effective Tier 1 instruction are identified for additional support.
Tier 2 offers targeted interventions for students who need extra help beyond the core instruction. These interventions are usually delivered in small groups and focus on specific skill gaps or behaviors. Progress monitoring is more frequent at this level to evaluate the effectiveness of the support and determine if adjustments are necessary. Students who continue to experience difficulties may move to Tier 3, which provides individualized and intensive interventions.
Tier 3 often involves specialists and may be a precursor to formal special education evaluation if significant needs persist. Together, these three tiers create a systematic, data-driven framework to support all students at varying levels of need.
4. What is Tier 1 instruction?
Tier 1 instruction is the foundation of the Response to Intervention (RtI) model and refers to the high-quality, research-based teaching provided to all students within the general education classroom. This instruction is designed to meet the needs of the majority of students by delivering a well-planned curriculum using effective teaching strategies. Teachers use differentiated instruction to address diverse learning styles and abilities, ensuring that lessons are engaging and accessible. Regular classroom assessments and universal screenings are conducted to monitor student progress and identify those who may need additional support. The goal of Tier 1 is to provide a strong instructional core that minimizes learning difficulties through proactive and preventive teaching practices.
In addition to delivering effective instruction, Tier 1 also involves creating a positive and inclusive classroom environment that supports all learners socially and emotionally. Teachers establish clear expectations, routines, and behavioral supports to promote a productive learning atmosphere. When students struggle despite receiving quality Tier 1 instruction, data from progress monitoring help determine who requires more targeted interventions in Tier 2. Thus, Tier 1 is not only about instruction but also about early identification and ongoing monitoring to ensure every student has the opportunity to succeed within the general education setting.
5. What happens at Tier 2?
At Tier 2 of the Response to Intervention (RtI) model, students who did not respond adequately to the core instruction provided in Tier 1 receive targeted, small-group interventions. These interventions focus on specific skill deficits or behavioral challenges identified through progress monitoring and screening data. Unlike Tier 1, where instruction is designed for all students, Tier 2 provides more individualized support tailored to the needs of a smaller group, typically involving 3 to 5 students. Interventions at this level are more intensive and frequent, aiming to close the gap between the student’s current performance and grade-level expectations.
Progress monitoring in Tier 2 is conducted more frequently—often weekly or biweekly—to closely track student response to the interventions. This data-driven approach allows educators to adjust the intervention strategies promptly if the student is not making adequate progress. If students continue to struggle despite Tier 2 support, they may be moved to Tier 3 for even more individualized and intensive interventions. Tier 2 serves as an important step in preventing the need for special education services by providing additional resources early in the learning process.
6. What does Tier 3 involve?
Tier 3 of the Response to Intervention (RtI) model involves intensive, individualized support for students who have not responded sufficiently to the interventions provided in Tiers 1 and 2. At this level, interventions are highly targeted and often delivered one-on-one or in very small groups by specialists or trained staff. The focus is on addressing significant academic or behavioral challenges through personalized strategies tailored to the student’s unique needs. The goal of Tier 3 is to provide the most intensive level of support to help students make meaningful progress and close learning gaps.
Progress monitoring at Tier 3 is very frequent and detailed, allowing educators to closely track the effectiveness of the interventions and make data-driven decisions. If a student continues to struggle despite Tier 3 support, a formal evaluation for special education services may be considered. Collaboration among teachers, specialists, families, and sometimes outside professionals is critical at this stage to develop and implement effective interventions. Overall, Tier 3 represents the highest level of intervention within the RtI framework, ensuring that students receive the comprehensive help they need to succeed academically and behaviorally.
7. How is student progress monitored in RtI?
Student progress in the Response to Intervention (RtI) model is monitored through frequent and systematic assessments designed to track how well students are responding to instruction and interventions at each tier. Initially, universal screenings are conducted for all students to identify those who may be at risk for academic or behavioral difficulties. Once interventions begin, progress monitoring occurs regularly—often weekly or biweekly—using curriculum-based measurements, standardized tools, or behavior rating scales. This ongoing data collection allows educators to evaluate the effectiveness of instruction and make timely decisions about whether a student needs more intensive support or if current strategies should be adjusted.
The data gathered from progress monitoring is used to create clear, objective evidence of student growth or areas of concern. Teachers and specialists analyze this information to identify patterns, determine if goals are being met, and decide when to modify or intensify interventions. Progress monitoring also involves collaboration with families to share updates and involve them in supporting the student’s learning. By continuously assessing progress, RtI ensures that interventions are responsive and tailored to meet the evolving needs of each student, ultimately improving outcomes and preventing long-term academic or behavioral challenges.
8. How often should progress monitoring occur?
Progress monitoring in the Response to Intervention (RtI) model should occur frequently and consistently to ensure timely and accurate assessment of a student’s response to instruction and interventions. Typically, progress monitoring is conducted at least once every one to two weeks during Tier 2 and Tier 3 interventions, where students receive targeted or intensive support. This regular assessment helps educators quickly identify whether a student is making adequate progress or if adjustments to the intervention are needed. In Tier 1, monitoring may be less frequent but still occurs regularly through classroom assessments and universal screenings to catch early signs of struggle.
The frequency of progress monitoring can vary based on the student’s needs, the severity of their challenges, and the type of intervention being used. For students in Tier 3 who require more intensive support, data collection may be even more frequent to closely track growth and inform instructional decisions. Timely and systematic progress monitoring allows for data-driven instruction, ensuring that interventions remain effective and that students receive the appropriate level of support without unnecessary delays. Ultimately, consistent progress monitoring is a cornerstone of RtI, providing the feedback necessary to promote student success.
9. What role do teachers play in RtI?
Teachers play a central role in the Response to Intervention (RtI) process, as they are often the first to identify students who may be struggling academically or behaviorally. They deliver the high-quality core instruction that forms Tier 1 of RtI and use data from universal screenings and classroom assessments to monitor student progress. When students show signs of difficulty, teachers implement targeted interventions in Tier 2 and collaborate with specialists to provide more intensive support in Tier 3. Their ongoing observations and documentation are critical for making informed decisions about a student’s response to interventions and determining the need for further evaluation or services.
In addition to delivering instruction and interventions, teachers actively participate in the RtI team by sharing insights about student performance, behavior, and progress. They collaborate with other educators, specialists, and families to develop individualized intervention plans and adjust strategies based on data. Teachers also provide encouragement and motivation to students, helping them stay engaged and confident throughout the intervention process. Through their direct involvement, teachers ensure that RtI is implemented effectively and that each student receives the support necessary to succeed.
10. How are students identified for Tier 2 or Tier 3?
Students are identified for Tier 2 or Tier 3 interventions within the Response to Intervention (RtI) framework based on their response to the core instruction provided in Tier 1. Initially, all students receive high-quality, evidence-based instruction, and their progress is regularly monitored through universal screenings and classroom assessments. When a student shows signs of struggling—such as falling behind in academic skills or exhibiting behavioral challenges—and does not make adequate progress despite Tier 1 instruction, they may be referred to Tier 2 for more targeted, small-group interventions. The decision is data-driven, relying on clear criteria established by the school or district, ensuring that support is provided early before difficulties become more severe.
If a student continues to show insufficient progress after receiving Tier 2 interventions, they may be moved to Tier 3 for intensive, individualized support. The identification for Tier 3 involves even more frequent progress monitoring and collaboration among teachers, specialists, and families to develop highly tailored interventions. At this level, students may receive one-on-one instruction or specialized services designed to address significant learning or behavioral needs. This tiered identification process helps ensure that interventions are matched to the student’s level of need, providing a systematic approach to support and improving the likelihood of academic and behavioral success.
11. What is universal screening?
Universal screening is a key component of the Response to Intervention (RtI) process that involves assessing all students within a grade or school to identify those who may be at risk for academic or behavioral difficulties. This screening is typically conducted several times a year—often at the beginning, middle, and end of the school year—to provide a broad overview of student performance. The purpose of universal screening is to catch potential problems early, before they become more serious, allowing educators to intervene promptly with targeted supports. These screenings are usually brief, standardized assessments that measure skills like reading fluency, math proficiency, or social-emotional behavior.
The results of universal screening help schools make informed decisions about which students may need additional support through Tier 2 or Tier 3 interventions. Because the screening includes all students, it ensures that no child’s needs are overlooked. Universal screening also provides baseline data to monitor growth over time and evaluate the effectiveness of instruction and interventions. By identifying students at risk early, universal screening plays a crucial role in preventing long-term academic struggles and promoting success for all learners.
12. What types of interventions are used in RtI?
In the Response to Intervention (RtI) framework, interventions are carefully selected based on student needs and are typically evidence-based and targeted to address specific academic or behavioral challenges. At Tier 1, the focus is on high-quality, research-supported core instruction that benefits all students. For those who require additional help, Tier 2 interventions are more focused and often delivered in small groups. These might include targeted reading programs, math skill-building exercises, or social skills groups designed to address particular deficits. The interventions at this level are designed to be time-limited and aim to close learning gaps before more intensive support is needed.
Tier 3 interventions are the most intensive and individualized within the RtI model. These are often delivered one-on-one or in very small groups by specialists or trained staff. The interventions might include specialized reading instruction such as Orton-Gillingham for students with dyslexia, individualized behavioral support plans, or customized tutoring sessions. Progress is closely monitored, and interventions are frequently adjusted to meet the unique needs of the student. The goal is to provide the most effective, personalized support possible to help students achieve success and, if necessary, to determine if they qualify for special education services.
13. How is RtI different from special education?
Response to Intervention (RtI) and special education are related but distinct approaches designed to support students with learning and behavioral challenges. RtI is a proactive, tiered framework used within the general education setting to identify and address student difficulties early through targeted interventions. It emphasizes prevention by providing increasing levels of support based on a student’s response to instruction, with the goal of helping most students succeed without the need for special education. RtI involves regular progress monitoring and data-driven decision-making to ensure interventions are effective and adjusted as needed.
In contrast, special education is a legally mandated service under the Individuals with Disabilities Education Act (IDEA) that provides individualized instruction and supports to students who have been formally evaluated and identified as having a qualifying disability. Special education often involves specialized teaching methods, accommodations, and related services tailored to meet the unique needs of the student. While RtI focuses on early intervention within the general education environment, special education provides more intensive, individualized support and can be considered when RtI interventions are insufficient. Together, RtI and special education form a continuum of support to help all students access and succeed in education.
14. Can RtI be used for behavior as well as academics?
Yes, Response to Intervention (RtI) can be effectively used to address both academic and behavioral challenges in students. While RtI is often associated with academic support, its tiered framework is equally applicable to behavior interventions. In the behavioral context, RtI involves implementing positive behavioral supports and strategies across three tiers to help students develop appropriate social and emotional skills. At Tier 1, universal behavior expectations and proactive classroom management techniques are established to create a positive environment for all students. For those who struggle, targeted small-group interventions are provided at Tier 2, focusing on specific behaviors such as impulse control or social skills. Tier 3 offers intensive, individualized behavior plans for students with significant challenges, often involving collaboration with specialists and families.
Using RtI for behavior allows schools to identify students at risk for behavioral difficulties early and provide timely support before problems escalate. Regular progress monitoring helps educators track improvements and adjust interventions as needed, ensuring that strategies are effective and responsive. By addressing behavior through a structured, data-driven approach, RtI promotes a positive school climate and helps students develop the self-regulation and social skills necessary for academic success and personal growth. This comprehensive application of RtI supports the whole child and fosters a more inclusive and supportive learning environment.
15. What is fidelity of implementation?
Fidelity of implementation refers to the degree to which an educational program or intervention is delivered as it was originally designed and intended. In the context of Response to Intervention (RtI) or any instructional practice, fidelity ensures that teachers and staff follow the prescribed procedures, use the recommended materials, and apply the strategies consistently and accurately. High fidelity is essential because it directly impacts the effectiveness of the intervention; if an intervention is not implemented as intended, it’s difficult to determine whether poor student outcomes are due to the intervention itself or inconsistencies in how it was delivered.
Maintaining fidelity involves regular training, ongoing support, and monitoring to make sure interventions are carried out correctly. Tools such as checklists, observations, and fidelity rating scales are often used to assess implementation. When fidelity is high, educators can trust that data collected on student progress truly reflects the intervention’s impact, allowing for accurate decisions about continuing, modifying, or intensifying support. Ultimately, fidelity of implementation helps ensure that students receive the best possible instruction and interventions to support their success.
16. How do you ensure fidelity of implementation?
Ensuring fidelity of implementation in Response to Intervention (RtI) requires a combination of clear communication, training, and ongoing monitoring. First, it’s essential that all educators and staff involved in delivering interventions receive thorough training on the specific strategies, materials, and procedures to be used. This includes understanding the goals of the intervention, how to implement it correctly, and why fidelity matters for student success. Providing written manuals, step-by-step guides, and modeling best practices can support consistent delivery. Clear communication about roles and expectations also helps maintain fidelity across different classrooms and interventionists.
Ongoing monitoring and support are equally important to ensure interventions are implemented as intended. This can include regular observations, checklists, and data collection to track how closely teachers follow the prescribed methods. Feedback sessions allow for coaching and troubleshooting, helping educators adjust their practice if deviations from the plan occur. Progress monitoring of student outcomes also provides indirect evidence of fidelity—if students aren’t responding as expected, it may indicate a need to review how the intervention is being delivered. By combining training, clear guidelines, and continuous feedback, schools can maintain high fidelity of implementation and maximize the effectiveness of RtI.
17. How do you document RtI interventions?
Documenting RtI interventions is a critical part of ensuring transparency, consistency, and effectiveness in supporting students. Teachers and interventionists should keep detailed records of the specific interventions provided, including the type of support, frequency, duration, and the group size (individual or small group). Documentation should also note the goals of the intervention and any materials or strategies used. Maintaining clear and organized records allows educators to track what has been tried, which helps prevent duplication and ensures that interventions are systematically implemented according to the RtI framework.
In addition to recording the interventions themselves, it is essential to document student progress regularly. This involves collecting data through progress monitoring tools such as assessments, behavior checklists, or observational notes. These records should be updated frequently (weekly or biweekly) and include notes on the student’s response to the intervention and any adjustments made based on the data. Sharing this documentation with the RtI team, specialists, and families supports collaborative decision-making and helps determine when to continue, modify, or intensify interventions. Comprehensive documentation ultimately provides the evidence needed to evaluate the success of the RtI process and guide future instructional planning.
18. What role do parents play in RtI?
Parents play a vital role in the Response to Intervention (RtI) process by serving as key partners in supporting their child’s academic and behavioral growth. From the beginning, involving parents helps ensure that they understand the purpose of RtI, the interventions being implemented, and the progress their child is making. Open communication between teachers and parents allows for sharing valuable insights about the student’s strengths, challenges, and behaviors observed both at school and at home. This collaboration helps create a more complete picture of the student’s needs and ensures consistency in strategies used across environments.
Parents also play an important role in reinforcing interventions outside of school. By supporting homework routines, encouraging the use of organizational tools, and practicing behavioral strategies at home, parents can help strengthen the skills their child is developing through RtI. Additionally, parents can advocate for their child’s needs and participate in decision-making meetings, providing input on intervention adjustments or referrals for further evaluation. When parents are actively engaged and informed, they become an essential part of the RtI team, contributing to the overall success of the intervention process and their child’s educational outcomes.
19. How does RtI support English Language Learners (ELLs)?
Response to Intervention (RtI) supports English Language Learners (ELLs) by providing a structured framework that addresses both language acquisition and academic needs through early identification and targeted interventions. Since ELLs may face unique challenges related to language proficiency, RtI ensures that these students receive high-quality, culturally responsive instruction in the general education classroom (Tier 1) that integrates language development with content learning. Universal screenings and progress monitoring tools are adapted to distinguish between language learning difficulties and true learning disabilities, helping educators make informed decisions about the appropriate level of support.
At Tiers 2 and 3, RtI offers targeted and intensive interventions that are sensitive to the linguistic and cultural backgrounds of ELL students. Interventions might focus on language development skills such as vocabulary, grammar, and comprehension, alongside academic content support. Collaboration between general educators, English as a Second Language (ESL) specialists, and families is emphasized to ensure consistency and reinforcement of skills across settings. By using data-driven and individualized approaches, RtI helps ELLs overcome barriers, ensuring they have equitable access to education and the support necessary to succeed academically while developing English proficiency.
20. What are the benefits of using RtI in the classroom?
Response to Intervention (RtI) offers numerous benefits in the classroom by providing a proactive, data-driven approach to identifying and supporting students who struggle academically or behaviorally. One of the key advantages is its focus on early intervention, which helps address learning challenges before they become more severe. By using regular progress monitoring and tiered levels of support, RtI allows teachers to tailor instruction to meet the individual needs of students. This targeted approach increases the likelihood that all students can succeed, reducing the number of students who may later require special education services.
Another significant benefit of RtI is that it promotes collaboration among educators, specialists, and families, creating a team-based approach to student success. The data collected throughout the RtI process guides decision-making, ensuring that interventions are effective and resources are used efficiently. RtI also fosters a positive classroom environment by emphasizing preventive measures and positive behavior supports. Overall, RtI enhances teaching practices, supports diverse learners, and helps create a more inclusive and supportive educational experience for every student.
