The response to intervention approach applied

Summary of research and recommendations - English translation

Publié le 09 mars 2020

Abstract

This summary aims to provide an overview of the theoretical and empirical foundations of the Response to Intervention (RTI) approach within the context of multi-tiered support systems. It offers a detailed description of its main courses of action, including universal instruction as the first level of prevention for reading and writing difficulties, the identification of students at risk of facing such difficulties, the intensification of instruction for these students, and the monitoring of their progress following this intensification. These courses of action are grounded in a set of guiding principles (e.g., equity, inclusion, prevention) and are only some of the strategies that can be implemented to support the educational success of all students.

This text was written by Alain Desrochers, Mathilde Favier, Franck Ramus, and Johannes Ziegler.

Key takeaways

Moving away from the “wait-to-fail” approach: Learning trajectories are established early and remain stable in the absence of intervention. Rapid, appropriate, and intensive intervention is essential to prevent gaps between struggling students and their peers from widening further.

Multi-Tiered Systems of Support (MTSS) Approach: This differentiated model provides three levels of support (universal, targeted, intensive) adapted to the severity of students’ difficulties and to their needs.

Response to Intervention (RtI): RtI is a specific implementation of MTSS aimed at ensuring that all students, including those with learning difficulties, receive appropriate and timely support, based on evidence-based practices and prevention strategies.

Universal instruction: Tier 1 (high-quality instruction for all) plays a fundamental preventive role by reducing learning gaps and limiting the impact of external factors such as socioeconomic background.

Effectiveness of Tier 1: An effective Tier 1 should enable the large majority (that is, 80 to 85%) of students to achieve the learning objectives set out in the curriculum without additional intervention. When the percentage of students identified as at risk or experiencing difficulties is significantly higher than 20%, the priority is not to implement Tier 2 or Tier 3 interventions, but to improve the effectiveness of Tier 1.

Targeted intervention: If a student experiences persistent difficulties, they should receive targeted support at Tier 2. This level involves more individualized support, generally provided in small groups with similar needs and tailored to those needs.

Intensity of intervention: At both Tier 2 and Tier 3, the intensity of intervention is a necessary condition for effectiveness. Avoid “sprinkling” or fragmented support.

Tier 3: When difficulties are more severe and resistant to interventions at previous tiers, intensive support must be implemented. This includes more specialized programs and tailored interventions (e.g., 16 weeks with 4 or 5 sessions of 45 to 60 minutes per week).

Universal screening: Regular assessments, such as national assessments, make it possible to identify students who need support and to adjust instruction in order to improve learning progress.

Progress monitoring: monitoring at higher tiers plays a decisive role in determining whether to discontinue an intervention because it is no longer necessary or to modify its parameters because its effectiveness is insufficient.

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The response to intervention approach applied to reading and writing instruction

Abstract

Key takeaways

Download the full synthesis

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