Response to Intervention (RtI) is a framework that is used to improve outcomes for all students. RtI helps to ensure the provision of high-quality instruction and interventions that are matched to the needs of students requiring additional academic and behavioral supports. After initial screening of all students, changes in instruction or goals can be made according to the level of student need. Student progress is monitored frequently and instruction is then differentiated and modified, as necessary (adapted from NASDSE, 2005).
The RtI framework can be used to focus on the needs of the whole child. The Department is learning more about integrating continuums of support across academic, behavioral, social-emotional, and physical health domains using the RtI framework, and will share that knowledge through division staff as they work with districts and schools.
RtI is a framework that is applicable to all students--those of average or accelerated abilities as well as with struggling students. The framework has the potential to bring measurably improved student performance in many areas. Response to Intervention incorporates many of the common principles of effective practice and provides a common language for us to use with districts as we develop this integrated education process.
Minnesota RtI Community of Practice
The Community of Practice (CoP) is a voluntary network of 125 Minnesota RtI implementers and stakeholders building effective and sustained implementation of the RtI framework at the local, district, regional, and state level. The CoP is focused on the complexities and challenges of implementing and sustaining RtI. The CoP is:
Members share insight and lessons--what is working and what is not. The broader community offers collegial support and collective problem solving. Smaller work groups focus on resolving specific problems and implementation challenges.The RtI Community of Practice has five practice groups, focused on these specific topics:
To join the community of practice email: email@example.com.