What is the RAI model?

TheResponse to Interventionmodel is based on the principle of effectively addressing the needs of students with learning difficulties or disabilities.

The IAR allows for the planning of empirically validated preventive interventions, which are gradually increased in intensity (Barnett et al., 2006) to support the success of all students.

Schoolgirl writing in classroom lesson in primary school

The foundations of the RAI approach

Response to Intervention (RTI) is intended to counteract the phenomenon of late intervention for students with difficulties and to improve learning for all students more generally. It is based on :

A three-tiered pyramid

The response to intervention uses a three-tiered pyramid to describe the strategies, supports and interventions that meet students' needs.

The 3 levels of the RAI method

The primary level of prevention consists of high-quality education using research-validated curricula and teaching methods, and systematic screening a few times a year.

Given by the teacher, guided byRemedial professionals, for all pupils
With explicit and systematic instruction
On one of the dimensions of reading, writing or mathematics
For 20-30 min/d * 2d/wk to 4d/wk
Over a set period of time or until the goal is achieved
Tracking progress 3 times a year

The secondary level of prevention consists of targeted supplementary teaching in small groups, research-validated interventions that focus on students' specific strengths and needs, and progress monitoring.

Given byRemedial professionals to pupils who have not made sufficient progress at level 1, in a large group
On one of the dimensions seen at level 1
For 20 to 30 min/d * 2 d/wk to 4 d/wk in a group of 6 pupils
During a specific time (intervention block)
Tracking progress 2 times a month

The tertiary level of prevention offers intensive interventions tailored to the needs of the student, individual or small group teaching and systematic monitoring of progress.

Given byRemedial professionals to students who have not made sufficient progress at level 2 in groups of 6 students
For 20-30 min/d * 2d/wk to 4d/wk individually
Throughout the school year (more or less depending on the rate of progress)
Track progress weekly

Universal Interventions 80


AIDEOR is proud of its plans to implement RAI in schools abroad that share our vision of improved academic success in the prevention and detection of learning difficulties,

This reduces our individual interventions to small group interventions, where up to 6 students from around the world meet together over a period of time to work towards a particular goal. 

International links are formed, fostering a sense of belonging and openness to the world, and above all, for progress and pleasure in learning.

Take part in our pilot project

Take the opportunity to identify your middle and high school students who are struggling with lexical and grammatical spelling to target needs and create group interventions. 

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Continuing education

Discover our training courses, designed by AIDEOR for your teachers, with the aim of improving teaching practices.


Having a healthy school

Together with teachers, we prevent learning difficulties from an early age.


Achieving specific goals

In the intervention block, the pupils build their learning in small groups (maximum 6 pupils) according to a structured progression.


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