Describe the concept of 'response to intervention' (RTI).

The concept of 'response to intervention' (RTI) is fundamentally a framework for identifying students who may have learning disabilities by utilizing a tiered system of interventions. This approach allows educators to provide varying levels of support based on students' needs.

In RTI, students are first provided with high-quality, research-based instruction in the general education classroom. If they continue to struggle, they receive progressively more intensive interventions that are tailored to address their specific difficulties. This tiered approach typically consists of at least three levels: universal instruction for all students, targeted group interventions for those at risk, and individualized interventions for students who show minimal response to the previous levels.

The effectiveness of RTI is assessed through ongoing progress monitoring, allowing for adjustments to interventions based on student response. This systematic process not only helps in identifying students with potential learning disabilities by analyzing their progress but also supports all students in need of additional academic assistance.

This approach emphasizes early identification and intervention, aiming to help students succeed before they reach a point that necessitates special education services. Thus, the emphasis on a structured method for intervention and identification is central to the effectiveness and purpose of RTI in educational contexts.