Response to Intervention (RtI), a framework for providing high-quality instruction for all students, is a process gaining more and more national acceptance for managing differences in learning. Features of the RtI approach have been around for more than 20 years under various names. What has changed now is that the force of current federal law is creating a fundamental shift in instructional delivery, so as to provide a sound foundation for quality instruction for all students while also creating a systematic, data-driven process to determine students’ specific learning needs.

RtI Information from All Kinds of Minds
AKOM Policy Brief: IDEA and RtI
Using Schools Attuned to Support Early Intervening Services and Response to Intervention
Response to Intervention: Strategies for Success
RtI and Phenomenology
Schools Attuned

State RtI Implementation Summary
This table reflects the progress that each state is making towards RtI implementation. Policymakers may want to use this table to compare the efforts of various states. Educators may find the table more useful to locate RtI policies within their own state. We are currently in the process of adding information. Please check back with us, as the table is updated regularly.

If you have information to add for your state, please email Katie O'Neal (koneal@allkindsofminds.org).

State Summary External Links to State RtI Content Alabama RtI Presentation Alaska Began introduction and training for pilot sites in 2002 Currently piloting at 4 elementary schools For pilot schools, introducing Problem-Solving model to all staff became part of the Special Services Strategic Plan RtI Presentation Arizona Has proposed permitting RtI and the discrepancy model as only ways to evaluate for special education services Sixty districts, 125 schools, and 75,000 students have been involved with Response to Intervention pilot program Developing a database with longitudinal student data Created a “Response to Intervention Task Force” in 2004 State developed a set of “Frequently Asked Questions” about RtI RtI Project Data RtI FAQ RtI Model Overview Arkansas California Provided five webcasts on RtI in 2006; now available for on-demand viewing Distributed an RtI training module in DVD format California APR California RtI podcasts (free through iTunes) Colorado Districts may voluntarily adopt RtI model after completing needs assessment Requires RtI and prohibits the discrepancy model RtI section on the state website Technical assistance from Colorado Department of Education State has developed formal definition and principles for RtI RESPONSE TO INTERVENTION (RtI) IN COLORADO SCHOOLS RtI Configuration Map RtI in Colorado: Response to Instruction & Intervention RtI in Colorado Levels of Instruction and Intervention Colorado RtI Connecticut Implementing an RtI model for preschool-age children called Recognition and Response Connecticut State Performance Plan Delaware Districts are required to implement RtI for all elementary school children no later than the beginning of the 2008-2009 school year. For all other students, districts must implement RtI no later than the beginning of the 2009-2010 school year (DE DOE) Delaware RtI FAQ Florida Proposing a requirement of RtI and prohibition of the discrepancy model Georgia Hawaii Idaho Permits RtI and the discrepancy model as only ways to evaluate for special education services As of 2007, 184 schools were trained and began implementing RtI (ID DOE) Idaho State Performance Plan Idaho Training Clearinghouse: RtI Illinois Permits RtI and will be eliminating the discrepancy model as an option in 2010 Published a document detailing future RtI implementation process Illinois RtI Plan Illinois ASPIRE Indiana Proposing a requirement of RtI and prohibition of the discrepancy model Iowa Implementation of a Response to Intervention Program Kansas Pilot districts used RtI in 2005 Plan to initiate RtI model in 07 and 08 for LEA use (SPP) Plans to provide regional support/training to districts implementing RtI from 2006-08 (SPP). Kansas State Performance Plan Role of School Psychologists in RtI Model Kentucky By 2009, the Department of Exceptional Children’s Services will develop RtI guidelines, strategies and implementation manuals. Student/teacher assistance teams will be created and utilized at all schools as pre-referral teams (SPP, 2005-10). State Board of Education has requested $300,000 in 2009 and $1,600,000 in 2010 for RtI pilot program (Legislative Agenda, 2008) Kentucky State Performance Plan (SPP) Kentucky Board of Education Legislative Agenda Louisiana By 2011, the Louisiana Department of Education will create a plan to implement and sustain RtI. The plan will be integrated with existing models such as Reading First, Positive Behavior Support (PBS), Strategic Instruction Model (SIM), and Learning Initiative Networking Communities for Success (LINCS) (SPP, 2005-11). Louisiana State Performance Plan (SPP) Maine Permits RtI and will be eliminating the discrepancy model as an option in 2010 Requires RtI as prereferral step by 2010 Response to Intervention (Hosted by Maine Department of Education) Maryland Permits RtI and the discrepancy model as only ways to evaluate for special education services Collaborative Action Process Massachusetts Michigan Has developed an RtI program called Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). So far it has partnered with more than 250 schools The state is prioritizing targeted districts for RtI technical assistance, partly based on disproportionality (SPP) Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Michigan State Performance Plan Minnesota Minnesota is in the process of developing an expansive RtI program that addresses social-emotional, behavioral, and academic needs of students. According to the State Performance Plan, between 2006 and 2011, Minnesota plans to provide technical assistance to LEAs on RtI initiatives. Minnesota has 8 pilot sites studying the effects of implementation on academic achievement and 73 sites studying the impact of implementation on behavior. Sites have just completed their 2nd year of implementation. The Minnesota RtI Center was recently created to “develop statewide introductory trainings, provide technical assistance, and coach individual schools in the application of the RtI model” (MN RtI Center, 2008). Over 1500 people went through the introductory training and 40 sites received coaching in implementation last year. While RtI is a general education initiative in Minnesota, the state has proposed permitting RtI and the discrepancy model as the only ways to evaluate for special education services. Other options are being explored. Minnesota RtI Center Early Intervening Services and Responsiveness to Intervention (PowerPoint) Minnesota State Performance Plan Minneapolis Schools Problem-Solving Model Mississippi Has proposed permitting RtI, the discrepancy model, or a combination of RtI and the discrepancy model Missouri Permits RtI and the discrepancy model as only ways to evaluate for special education services Encouraging demonstration sites for RtI (SPP) Missouri Response to Intervention Missouri State Performance Plan Montana Has proposed permitting RtI and the discrepancy model as only ways to evaluate for special education services Initiated a 3-year RtI pilot program with four schools Montana RtI Pilot Project Nebraska Has proposed permitting RtI and the discrepancy model as only ways to evaluate for special education services Created consortium to: - Coordinate and supervise a statewide RtI implementation plan - Train Educational Service Units (ESUs) and school districts to deliver high quality support for the implementation of RtI - Provide guidelines and support for a quality implementation process for RtI service delivery and eligibility determination - Coordinate the analysis and evaluation of statewide RtI data - Disseminate results from state RtI implementation (Consortium, 2007) Nebraska Response-to-Intervention Consortium Nevada Permits RtI and the discrepancy model as only ways to evaluate for special education services New Hampshire Using 5-year federal grant for NH RESPONDS, a program designed to implement “highly developed integrated 3-tier system of academics and behavior support” 5 pilot schools NH RESPONDS New Jersey New Mexico Permits RtI and the discrepancy model as only ways to evaluate for special education services Requires RtI in K-2 as of July 1, 2009 RtI guidance document available from New Mexico Public Education Department RtI Guidance Document for New Mexico Schools New Mexico Student Assistance Team Manual New York North Carolina Has proposed permitting RtI and the discrepancy model as only ways to evaluate for special education services Guides have been created for parents and teachers on RtI Plans to integrate with other areas of DPI North Carolina is implementing RtI under the title of “Responsiveness to Instruction.” This framework is based on the Problem-solving model, adapted from the Heartland Area Education Agency, Iowa. The focus of this RtI initiative is on school improvement first, not simply evaluation for special education eligibility. In 2004, Bertie, Burke, Guilford, Harnett, and New Hanover school districts initiated the pilot program, and are currently in the process of implementation. At this time, 68 LEAs have sent at least one team through the state’s 8-day training session. These teams are made up of district or school personnel who will return to their districts and train their colleagues. Of these LEAs, 16 have committed to using RtI with a particular emphasis on students with learning disabilities. Overall, the state has made substantial progress in initiating RtI, but it is still in the early stages of implementation. NC RtI Pilot Districts The Problem-Solving Process Implementation of a Problem Solving Model Working Together for Children: A Guide for Parents and Teachers Problem Solving Model in Detail North Dakota Permits RtI and the discrepancy model as only ways to evaluate for special education services Ohio Awarded a State Personnel Development Grant (SPDG) from the federal government for expanding the implementation of an Integrated Systems Model Ohio's State Personnel Development Grant (SPDG) Oklahoma 21 pilot sites have been selected across Oklahoma. A 3-day RtI Summer Institute was recently held to provide an overview of RtI logistics. The current emphasis is on grades K-3, but RtI will eventually become a district initiative which will include secondary schools. In its SPP, Oklahoma has committed to provide technical assistance to LEAs regarding Response to Intervention (RtI) and its use in the identification of students with specific learning disabilities (by June 2008). Pilot program initiated (10 school sites) Permits RtI and the discrepancy model as only ways to evaluate for special education services What’s New? IDEA 2004 RtI Overview Oregon Permits RtI and the discrepancy model as only ways to evaluate for special education services Only uses discrepancy model under “patterns of strengths and weaknesses” Oregon RtI Pennsylvania Has proposed permitting RtI and the discrepancy model as only ways to evaluate for special education services PaTTAN Rhode Island Has proposed permitting RtI and the discrepancy model as only ways to evaluate for special education services South Carolina Currently developing a professional development model with RtI as its basis for addressing disproportionality South Dakota Permits RtI and the discrepancy model as only ways to evaluate for special education services Tennessee Permits a state-approved responsiveness to intervention (RtI) method or state-approved IQ/achievement discrepancy as only ways to evaluate for special education services Tennessee Department of Education RtI site New Criteria for Identification of Specific Learning Disabilities Texas Has proposed permitting RtI and the discrepancy model as only ways to evaluate for special education services Utah Permits RtI, the discrepancy model, or a combination of RtI and the discrepancy mode Vermont Permits RtI and the discrepancy model as only ways to evaluate for special education services Virginia Solicited applications for RtI pilot schools (up to 16) Hosted three statewide RtI institutes Washington RtI section on state website State special education regulations mention RtI State manual on RtI Some districts already use multi-tiered intervention models, but are not yet included in comprehensive RtI program Permits RtI and the discrepancy model as only ways to evaluate for special education services Districts are advised to create comprehensive RtI implementation plan Corresponds with state K-12 reading model Using Response to Intervention (RtI) for Washington’s Students Questions and Answers On Response to Intervention (RtI) and Early Intervening Services (EIS) A Parent’s Guide to Response-to-Intervention New Roles in Response to Intervention: Creating Success for Schools and Children West Virginia Requires RtI and prohibits the discrepancy model Wisconsin Has proposed permitting RtI and the discrepancy model as only ways to evaluate for special education services Wyoming Permits RtI and the discrepancy model as only ways to evaluate for special education services Other References: Zirkel, Pery A. and Krohn, Nico (2008). RtI After IDEA: A Survey of State Laws. Teaching Exceptional Children, Vol.40, No.3, pp.71-73. Other RtI Resources Intervention Central National Center for Learning Disabilities Online RtI Chat Transcript National Center on Response to Intervention National Center on Student Progress Monitoring Response to Intervention: An Emerging Method for LD Identification (Schwab Learning) Response-to-Intervention: The Promise and the Peril (Council for Exceptional Children) Responsiveness to Intervention in the SLD Determination Process (NRCLD) Research Institute on Progress Monitoring Intervention Central RtI discussion thread from the National Comprehensive Center for Teacher Quality (NCCTQ) Response to Intervention Adoption Survey (SpectrumK12/CASE) New Strategy to Keep Kids Out of Special Ed (US News) Back to Top