Multi-Tiered Instruction (MTI) and Response to Intervention (RTI)

  • Multi-Tiered Instruction (MTI) and Response to Intervention (RTI) are often used interchangeably. MTI, as a school organizational model, is a system of organizing general education curriculum and instruction to meet the needs of all students. This system of support integrates core instruction and all supplemental and intervention programs in order to use resources more efficiently.


    • All students receive high quality, research-based instruction by qualified staff in their general education classroom
    • Instruction is delivered using a multi-tier model of increasingly intense student in
    • Differentiated curriculum and instruction is in all classrooms
    • General education instructors and staff assume an active role in the assessment of the student’s progress in core and supplemental curriculum
    • Schools conduct universal screening of academics and behavior three times per year
    • All schools have a common framework and participate in similar procedures and processes that are well defined and allow for some variation between schools
    • Grade and School Level Teams use a problem-solving model to develop and evaluate core instruction and intervention programs

    For Students At-Risk

    • School staff implements specific, research-based interventions to address the student’s difficulties
    • Continuous and regular progress monitoring of the student’s performance occurs
    • Interventions may be delivered by someone other than the classroom teacher
    • Interventions are varied in duration, frequency and time
    • School staff will use progress monitoring data and decision rules to determine the effectiveness of the interventions and to make modifications, as needed
    • Systematic evaluation of the fidelity or integrity with which instruction and interventions are implemented

    Response to Intervention/Respuesta a la Intervención
    The school will keep you informed about your child and will tell you whether your child begins to make sufficient progress or if your child has or continues to have difficulty. If you and the school have tried several interventions, and progress is still limited, you may be asked to give your consent for an evaluation. The purpose of such an evaluation is to determine your child’s specific educational needs and to consider whether a disability may impact his or her learning.