National Center on RtI (2010) summarizes “Response to Intervention” with the following statement:  “With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities.”

In schools where an RtI framework is being implemented, struggling students are identified by their performance on a district-wide screening intended to indicate which children may be at risk of academic or behavioral problems.  A child may also be identified through other means, such as teacher observation.  The school provides the child with evidence-based interventions while the child is still in the general education environment and closely monitors the student’s progress (or “responsiveness to the interventions”), and adjusts their intensity or nature, given the student’s progress.  RtI can also be instrumental in identifying students who have learning disabilities.  In addition, screeners can help identify students who exceed performance expectations (i.e. gifted students) and need curricular enrichment.

Although there is no specific definition of RtI, essential elements can be found in schools implementing RtI programming.  In general, RtI includes:

  • Screening children within the general curriculum,
  • Tiering instruction (increasing intensity) depending on student need,
  • Using evidence-based instruction and intervention,
  • Closely monitoring student progress, and
  • Using informed, collaborative decision-making regarding next steps for individual students.

(Excerpts taken from:  The Center for Parent Information and Resources on April 9, 2013.)

Please explore the resources below to learn more about MTSS in general and through Bemidji Area Schools.


MTSS Guide – Bemidji Area Schools

MTSS Parent Brochure

MTSS Staff Member Brochure

MTSS – What and Why