Abstract
During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambitious intent, a comprehensive structure, and coordinated service delivery. An effective RTI also depends on building-based personnel with specialized expertise at all levels of the prevention system. Most agree on both its potential for strengthening schooling and its heavy demand on practitioners. In this article, we describe Smart RTI, which we define as making efficient use of school resources while maximizing students' opportunities for success. In light of findings from recent research, we discuss three important features of Smart RTI: (a) multistage screening to identify risk, (b) multistage assessment to determine appropriate levels of instruction, and (c) a role for special education that supports prevention.