Response to Intervention Essential Components


The House that ORTIi Built

Oregon RTIi identifies nine components that are critical for deep and sustainable implementation of an RTI system that effectively meets the needs of all learners, improves achievement outcomes, and is sustainable over time.The four system Infrastructure components are derived from significant research on implementation science and effective schools, and provide the foundation and pillars of support for the implementation virtually any significant school improvement effort.The five Implementation components are universally accepted as essential, specific features of a Response to Intervention system.



RTI Essential Components



A purposeful school district develops a system based on a growth mindset, a continuous cycle of improvement, and high expectations for ALL student populations, focused on reducing the achievement gap.  Teachers deliver culturally responsive, evidence-based instruction that is systematic and reliable and understand that they are responsible for ensuring students learn the material, rather than just being exposed to it. 

Learn more >

Teaming & DBDM

Photo Credit:  ms.akr

Team meetings are a vital part of creating curricular and instructional improvements, designing interventions, and deciding which students will benefit from additional tiered instruction.  Central to the data-based decision making process is the use of decision rules.  Decision rules are created by the district leadership team and review and refined annually as needed.

Learn more > 



In order to establish an effective RTI system, leaders and leadership teams must create and maintain several critical practices.  Among these are establishing a vision for the school culture and effective practices, developing standards of practice, effectively allocating resources, installing effective communication loops, and creating leadership team structures.  

Learn More >

Professional Learning

Effective professional learning fosters learning not only across teams but entire schools and districts. Learning that is ongoing and sustained rather episodic, collective rather than individualistic, job embedded with opportunities to practice, results oriented, driven by data, current research and feedback supports effective school change and promotes a learning focused culture.

Learn more >

Core Instruction

The basis for all RTI work is a research-based core curriculum delivered with fidelity.  The curriculum must be taught by skilled and trained teachers for the designated amount of time so that at least 80% of students are at benchmark on curriculum based measures and aren’t in need of interventions.  

Learn more >

Universal Screening

Universal school-wide screening is the first level of data collected in the RTI process.  These screenings occur three times per year (fall, winter, and spring), and the data from these assessments help to guide instruction through the three tiers of the RTI process. They serve to help evaluate the health of your core system of supports (Tier 1) for all students and to identify at-risk students who may need additional support.

Learn more >


Despite our best efforts to provide effective core instruction to all students, some students who are at-risk for academic difficulties will require more support than a student who is on-track for success. Intervention support for these at-risk students should be evidence-based, provided in addition to core/Tier 1 supports that all students receive, targeted and matched to the specific skills, and implemented with fidelity, or in the way in which it was designed to be delivered.

Learn more >

Progress Monitoring

In an RTI system, students in interventions have their progress monitored frequently, every week or two for elementary students.  This provides data that allows team members to gauge the student’s response to the intervention and to adjust or intensify the intervention as needed.  Typically the same measures used for universal screening are used for progress monitoring, but to serve this purpose.

Learn more >

SLD Decision Making

The determination that a child has a specific learning disability (SLD) and is in need of special education requires a carefully implemented multi-step process. The objective is to ensure that the child receives the instruction, support and services needed to succeed in school. 

Learn more >

Special Topics & Related Support Systems

Secondary Schools

high school one student unblurred.jpg

Coming soon


Coming soon

Behavior (PBIS)

Coming soon