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Response–to–intervention (RTI) frameworks have become increasingly prevalent in schools as an academic and behavioral prevention and intervention organizational approach that emphasizes students’ responsiveness and nonresponsiveness as indicators of appropriate curricular and instructional decisions. Theoretical as well as practical descriptions of RTI always include the concept of increasingly intense interventions to ensure that students receive sufficient learning opportunities to optimize their successful learning and achievement. This article describes 10 dimensions by which intervention intensity might be increased and reports data from a study of 41 schools related to some of these dimensions. Implications for federal, state, and local policy and local school and classroom implementation are identified for consideration in planning, implementing, and sustaining RTI.
Mellard et al. (Mon,) studied this question.