Response to Intervention:  Background and D11 Plan


Response to Intervention is an outgrowth of changes in the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) legislation.  Previously, children who struggled academically in school had to:

  1. fit the qualifications of a legislated category (special education, 504, English Language Learners) to ensure there was funding for extra services; and
  2. fall significantly before being served.
Rules and regulations varied from state to state and level to level.  A student who qualified as gifted in Minnesota might not be “gifted” in Colorado.  A student who qualified for special education services in elementary school might not qualify in middle school.
Response to Intervention’s goal is to meet the needs of all students at risk for failure, whether or not they qualify for a legislated  program.  Response to Intervention is an individual, comprehensive, student-centered problem-solving process that can be implemented in the general education classroom.  Educators employ research-based interventions in their efforts to increase student achievement.  Response to Intervention then uses systematic monitoring of student progress to track student success.  A student’s lack of response to regular education interventions becomes the determinant of need for additional, more intense interventions.
Response to Intervention in District 11 
All District 11 schools are implementing RtI for grades K-12.  This is a multi-year process, with full implementation in all schools to be completed by August 2009.  Seven pilot schools (4 elementary, 2 middle and 1 high school) began the program in 2005-06.  Forty additional sites introduced the framework in 2006-07, and the remaining began implementation in 2007-08.