Response to Intervention is a prevention-focused educational strategy that became part of mainstream K-12 programming with the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA). Its history is actually rooted in earlier research on learning disabilities (Preston et al., 2015) and the overrepresentation of students of color within special education programs (Sabnis et al., 2020). The historical discrepancy model that was used to identify learning disabilities ignored factors such as instruction, classroom management, or curriculum in contributing to differences in learner outcomes (Sabnis et al., 2020). RTI’s premise is noble - ensure there is dedicated time for learners to get the support they need without missing core content instruction. Having a specific time dedicated for learners to get extra help on skills they are struggling to acquire makes sense in many ways. It was intended to PROMOTE equity. The problem lies in the unintended consequences.