Special Services

Response to Intervention

Section 504

Special Education


Response to Intervention

Response to Intervention (RtI) is a system of supports put in place to provide high-quality education to students. It was originally developed as an overall framework for prediction, remediation, and prevention of negative outcomes common for students with disabilities. It derives from the foundational components of the Individuals with Disabilities Education Act (IDEA), including nondiscriminatory evaluation, appropriate education, and procedural due process.

RtI, designed to aid in the identification of learning disabilities, other learning issues, and behavior problems, improves instructional quality and provides students with appropriate academic opportunities. It requires the implementation of a differentiated curriculum with different instructional methods and tiers of increasingly intensive, scientific, research-based interventions.

When RtI is implemented on a consistent, ongoing basis, students with disabilities thrive, as do other students who have no label but who may experience academic challenges along the way. RtI puts into place a system that is sensitive to the learning needs, growth, and progress of all students

Components of RtI
RtI uses universal screening to better understand how each student is performing on critical academic tasks in the core curriculum. Universal screening helps provide a baseline for educators to develop strategies to meet the student where they are in terms of academic skill and understanding. RtI uses evidenced-based practices and curriculum. When educators use established, evidence-supported methods, they can have reasonable confidence that students will respond to instruction. Monitoring is an ongoing assessment, using both formal and informal methodologies, that provides data for educators to determine which students continue to struggle. This monitoring enables a more fluid and on demand adjustment to student educational plans that facilitate greater capacity to meet the needs of individual learners.

Tiered interventions
RtI is a tiered intervention. Interventions begin at the Tier 1 level of instruction. More than 90% of RtI occurs as Tier 1 instruction and is provided in all general education classrooms by general education classroom teachers. In Tier 1, all students receive high‐quality core instruction with grade level standards and learning targets, research‐based best practices, flexible grouping, differentiated instruction, and ongoing assessment and monitoring.

Tier 2 is a more deliberate, direct and explicit instruction, that carries with it an increased focus on teaching practices and how students are taught. Generally, between 5 - 10% of students have need for Tier 2, which includes all of the Tier 1 supports with the addition of an increased intensity of small group, clear learning targets based on assessment data, supplemental interventions with a minimum of bi-weekly sessions, and continued assessment and monitoring.

Tier 3, the most intensive level of instruction, is typically required for only 1 - 5% of students. Tier 3 includes all the supports of both Tiers 1 and 2, with the addition of an increased frequency of skills-specific interventions, the introduction and involvement of specialized staff, a minimum of 3 sessions per week, and continued assessment and monitoring.

RtI is not a special education program, nor a pathway to special education services; however, RtI and special education services can and should work closely together to provide high quality instruction for students of all abilities.

RtI can and should be both academic and behavior focused.

Core beliefs
Snyder ISD believes every child will learn and can achieve high standards, given appropriate support. Learning includes both academic and social competencies. Every member of the education community will continue to grow, learn, and reflect. And all staff, at all levels, are responsible for every student.


Stanfield Special Services Building
4300 Avenue V., Snyder, TX 79549
(p) 325-574-8600 | (f) 325-574-8693