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• It is a comprehensive, multitiered, standards aligned strategy to enable early identification and intervention for students at academic or behavioral risk.
• It provides all students with standards-aligned concepts and competencies, data-driven instruction and the additional support needed to achieve strong academic results.
• It allows educators to identify and address academic and behavioral difficulties prior to student failure.
• At a later date it may be considered as one alternative to the discrepancy modes for identification of students with earning disabilities after the establishment of specific progress measures.

Core Characteristics of RTI

• Standards-aligned instruction: all students receive high quality, research-based instruction in the general education standards-aligned system.
• Universal screening: All students are screened to determine academic and behavior status against grade-level benchmarks.
• Shared Ownership: All staff (general education teachers, special education teachers, Title 1, ESL) assume an active role in students' assessment and instruction in the standards-aligned system.
• Data-Based Decision Making: A public, objective, and normative framework is used to analyze student performance data and to guide school decisions on instructional changes, choices of interventions, and apropriate reates of progress.
  •  Progress Monitoring: Continuous progress monitoring of student performance and use of progress monitoring data to determine intervention effectiveness and drive instructional adjustments, and to identify/measure student progress toward instructional and grade-level goals.
  •  Benchmark and outcome Assessment: Student progress is assessed periodically throughout the year, and at the end of the year against grade level benchmarks and standards.
• Tiered Intervention and Service Delivery System: Some students receive increasingly intense levels of targeted scientifically, research=based interventions dependent upon student need. Instruction is differentiated to meet learner needs and consists of:
  •  Research-based interventions: Implementation research-validated interventions with proven effectiveness based on assessed skill area and level of need.
  •  Flexible Grouping: Students move among flexible instructional groups based on need and skill mastery.
  •  Fidelity of Implementation: Teachers deliver curriculum and program content and use instructional strategies in the same way that they were  designed to be used and delivered.
• Parental Engagement: Parents receive information regarding:
  •  Their child's needs    
  •  A description ofthe specific intervention and who is delivering instruction. 
  •  Clearly stated intervention goals and academic progress expected for their child       
  •  The amount of time spent in each tier to determine whether the intervention is working
  •  The right to request a special education evaluation at any time.