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The outcome is to ensure that each Kansas student achieves to high standards.

: Response to Intervention (Rt I) is most accurately described as a movement rather than a thing.

The use of RTI as a systematic process for screening, intervening and monitoring—while not mandated by federal law—is what was intended under IDEA to determine a child’s response to scientific, research-based intervention.

Additionally, another initiative that is often confused with RTI is Early Intervening Services (EIS).

This practice is also measurable, scaffolds skills across grade levels, and can be taught by everyone in the building the same way.

Because of this consistency, a collaborative, systematic instructional approach is developed in a school that has a proven track record of success.

Many different implementations of evidence-based practice have been tried in many parts of the country, with varying degrees of success—and many important lessons were learned.

The people involved with these implementations were both researchers and practitioners, but they shared one characteristic.

Fancy sounding words that basically mean that Rt I lets schools look at kids' needs and use their resources most efficiently to provide effective instruction for all of them.

In short, schools that are effective do three things well: Rt I provides the evidence-based tools to help schools do these things efficiently. It comes from the confluence of a long history of applied research and practice coupled with improved engineering for delivering instruction in the real world, all wrapped up in the perfect storm of political and social policy imperatives demanding better outcomes for all of our children.

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