Ask the Experts

Much of the writing and research on RTI has occurred in the area of reading, but RTI is not limited to reading. Rather, it is a science of decision making that can be applied to a variety of "problem behaviors." Much of the research that has come to be associated with RTI comes from work in curriculum-based assessment and measurement and the problem-solving model as first described by Deno (1985). Under that model, Deno described the potential for student academic performance data collected at baseline and at routine intervals to inform problem definition, solution development, and solution evaluation. Hence, some writers have described RTI as the application of the scientific method whereby hypotheses are developed about what is causing deficient academic performance and the hypothesis is tested via an intervention trial. If the intervention successfully changed the skill, then the hypothesis was confirmed; If not, the hypothesis was disconfirmed and a new hypothesis was developed. RTI has become a vehicle for system reform because it provides a database for making relative judgments (e.g., who needs help the most and how much help do they need) and distributing instructional resources to promote the greatest good for the greatest number of students. RTI, properly understood and used, is focused on improving student learning.

In mathematics, a reform process similar to that that occurred in reading in the 1990's appears to be underway. Whereas math has been under-researched relative to reading, research findings are available to guide RTI application in mathematics. Specifically, research is available to guide the selection of adequate screening measures, selection of adequate progress monitoring measures, development of decision criteria, and the development of intervention protocols appropriate for use at all tiers of instruction. For more information, read RTI and Math Instruction.