By Daryl F. Mellard
Center for Research on Learning, University of Kansas
In this posting I’ll describe the conceptual organization of levels of interventions. You may have heard RTI referred to as a “tiered system of instruction,” in which each tier provides increasingly intense services to students. The results of screening and progress monitoring assessments are used to decide students’ appropriate placements among these levels, either to prevent academic or behavioral difficulties or as an intervention framework for students experiencing difficulties.
The whole point of these screening and progress monitoring assessments is to provide an objective, accurate, and reliable framework in which to make student-focused decisions about the appropriateness of the preventative efforts. We use those assessment data to decide if a student’s placement level should be maintained, increased (more intense), or reduced (less intense).