Response To Intervention – RTI Resources

Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards. Spread the word about IC!


Updated Workshop Offerings. Intervention Central offers professional development for educators.


New Book: Strategies for Struggling Learners. Jim Wright has just published a book, Strategies for Struggling Learners in the Era of CCSS & RTI. This teacher resource contains practical and proven strategies to help struggling students in grades K-6 to meet the increased demands of the Common Core. Find out how to purchase!

[14 April 2014] . Changing Behaviors With Checklists.  When students are taught to monitor their own behaviors using checklists, they can internalize teacher expectations for classroom conduct and become more responsible, self-managing learners. Here are resources to help teachers to use behavior checklists:

[8 April 2014]. Using Language Strategies to Manage Behaviors of Young Children. Check out a sampling of language strategies to help children in pre-K and primary grades to be more compliant and engaged in instruction-perfect for teachers and paraprofessionals!

[8 April 2014]. Zone Defense: Reducing Instructional Down Time in Pre-K Through 2. In the zone defense system, two or more educators in a pre-K or primary-grade classroom divide up the instructional day into 'zones' and alternate the roles of instructor and set-up. This reduces student down-time, prevents disruptions to instruction, and provides students with additional support for transitions.

[7 Jan 2014]. Connecting With Students Through Check-In/Check-Out. This version of Check-In/Check-Out can be used during a single 30- to 90-minute classroom period. The teacher checks in with the student to set behavioral goals at the start of the period, then checks out with the student at the close of the period to rate that student's conduct and award points or other incentives earned for attaining behavioral goal(s).

[7 Jan 2014]. Shaping Behaviors Through Precision Requests. The precision request structures communication with the student in a concise, predictable, respectful format that preserves adult authority and increases the likelihood of student compliance.
[7 Jan 2014] Self-Monitoring to Improve Attention. In this self-monitoring intervention, the student tracks attention to instruction in 5-minute increments, shares those monitoring results with the teacher, and potentially earns a daily reward.

[20 Nov 2013] Building Sight-Word Vocabulary: 4 Methods. Rapid recognition of sight words is a key foundation skill that supports the development of reading fluency. Review these four quick and efficient tutoring interventions that promote student acquisition of common sight words.

[18 Nov 2013]. CBM Warehouse: New Resources for Tracking Basic Academic Skills. Teachers can now access convenient guidelines and research norms for using Curriculum-Based Measures in 6 areas: Letter Knowledge, Oral Reading Fluency, Reading Comprehension (Maze), Early Math (Number Sense), Math Computation, and Written Expression.
[11 Nov 2013] Taking Notes With Strategy. Strategic note-taking helps students to monitor teacher cues that mark key lecture points, record new vocabulary, and think about connections between lecture points.

[31 Oct 2013] Strengthening Phonics Skills. Word boxes/word sort is a one-to-one intervention that can build essential phonics skills.
[28 Oct 2013] Improving Comprehension Skills: Ask-Read-Tell. Struggling readers can develop reading-comprehension skills through a cognitive strategy: ART: Ask-Read-Tell. Readers use the technique independently and then meet with peers to share findings. Find out more!
[11 Oct 2013] Acquiring Math-Facts: The Student as Interventionist. Students should develop automatic recall of basic math-facts in the elementary grades. One solution is the math-fact self-administered folding-in intervention. Using flash cards, the student reviews math-facts with immediate performance feedback, engages in repeated practice to correct errors, and records in a running log those math-facts that have been mastered.
[3 Oct 2013] Building Reading Fluency in Groups. Students who need to increase their reading fluency often do well with repeated reading. Check out an effective group-based repeated-reading intervention that has been developed to allow a tutor to work with up to 3 students!
[24 Sept 2013] Managing Classrooms through Group Self-Monitoring. Group self-monitoring is feasible to implement, builds lasting behavioral skills, and promotes student responsibility. Students are trained to rate their own behaviors and those of the entire class--and receive incentives for both accurate ratings and positive behaviors.
[17 Sept 2013] Using Beads to Reduce Time-Outs. Active-Response Beads-Time Out (ARB-TO) replaces in-class time-out by promoting students' use of calm-down strategies, enhancing behavioral self-management skills, and minimizing exclusion from academic activities.