What should happen if an intervention in the RtI process does not improve a student's achievement?

When an intervention within the Response to Intervention (RtI) process fails to enhance a student's achievement, developing a new intervention is the appropriate course of action. This approach aligns with the core principles of RtI, which is built on the idea of using data and evidence-based practices to tailor educational experiences to meet individual student needs.

The rationale for designing a new intervention stems from the understanding that a single attempt at intervention might not be sufficient for every student due to varying learning styles, specific areas of difficulty, or other underlying factors. By analyzing the outcomes and the data collected from the initial intervention, educators can identify what aspects might not have worked and can strategically create an alternative that might better suit the student’s unique needs.

Continuing to refine and adapt interventions is crucial in effectively supporting student learning and achievement. It fosters a responsive educational environment where changes are made based on ongoing assessment and evaluation.

While abandoning the original intervention or referring the student to Exceptional Student Education (ESE) might seem like potential options, these do not necessarily promote continued support for the student's learning journey, nor do they utilize the data-driven approach intended by the RtI framework. Additionally, promoting the student without addressing the underlying issues would not be beneficial for their educational development.