Research Brief: Response to Intervention (RTI) and Special Education Services

This brief from Rutgers CESP explores how the Response to Intervention (RTI) model interacts with special education services under the Individuals with Disabilities Education Act (IDEA). As schools strive to provide equitable and effective support for students with diverse learning needs, RTI serves as both a preventive and diagnostic tool that ensures students are identified early and accurately. The brief traces the history of special education placement criteria, particularly the shift away from the outdated IQ discrepancy model toward data-driven approaches like RTI. It explains how RTI structures support students in general education settings and describes how progress monitoring and targeted interventions can lead to more informed and appropriate referrals for special education services.

By aligning RTI with IDEA requirements, schools can improve the accuracy and timeliness of special education evaluations while reducing the risk of over-identification or inappropriate placement. The multi-tiered structure of RTI provides schools with a flexible system for delivering personalized support, minimizing academic failure, and conserving limited special education resources. This brief underscores the importance of using RTI data as a supplement—not a substitute—for comprehensive evaluations, and encourages collaboration among general and special educators. When implemented thoughtfully, RTI strengthens the capacity of school systems to serve all learners effectively, promoting both academic achievement and equitable access to specialized services when needed.