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GRANT ELEMENTARY

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RTI: Response to Intervention

RTI: Response to Intervention

Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs.

  • A general education approach that aligns resources from general, remedial, English Language Learner (ELL) / English as Second Language (ESL) and special education through a multi-tiered service delivery model.

    • An approach that provides scientific, research-based academic and behavioral interventions for struggling students.
    • A problem-solving process for identifying students’ specific academic and/or behavioral needs quickly through assessment with a collaborative team of educators

    • Aligned curriculum preK-12
    • Aligned interventions preK-12
    • Aligned assessment system preK-12
    • Screening: reading, math, writing
      • Progress monitoring: 2-3 times per year
      • Content specific diagnostic assessments
    • Student Study (collaborative) Teams
    • Management system for documentation
      • Assessment information
      • Instructional information (core instruction & intervention)

  • Tier

    Instruction

    Assessment(s)

    Intervention(s)

    I

    Core

    Assess with universal screening & classroom-based assessments

    Intervention with whole class strategies, small group work, quick 1-on-1

    II

    Supplemental

    Progress monitoring used frequently & tied closely to targeted skills identified

    Interventions based on inpidual’s assessment information are research-based & supplement/support the classroom

    III

    Intensive Inpidual Intervention

    Assess with weekly progress monitoring

    Intervention is intensive & designed specifically for each student

    IV

    Special Education

    Inpidually designed

    Significant modification

     

     

    TIER I

    Core Class Instruction

    TIER II

    Supplemental Instruction

    TIER III

    Intensive Intervention

    Focus

    for all students

    for students identified w/ marked reading or math difficulties & who have not responded to Tier I

    for students w/ marked difficulties in reading, math, or writing or disabilities & who have not responded adequately to Tier I & II

    Program

    scientifically-based instructional practices & materials

    specialized, scientifically based reading/math programs

    sustained, intensive, scientifically based program(s) emphasizing the critical elements/skills for students w/ content difficulties/disabilities

    Grouping

    flexible grouping; all grouping formats used (large, small, 1-on-1)

    homogeneous small group instruction (1:3, 1:4, or 1:5)

    homogenous small group instruction (1:3)

    Time

    reading/LA & math should each be 90 min./day

    min. of 30 min. per day in small group in addition to 90 min. of core instruction

    min. of two 30 min. sessions/day in small group in addition to 90 min. of core instruction

    Assessment

    benchmark assessment at beginning, middle, & end of the academic year; formative CBA’s

    progress monitoring 2x/month on target skill to ensure adequate progress & learning

    progress monitoring 2x/month on target skill to ensure adequate progress & learning

    Interventionist

    general education teacher/collaborative team

    personnel determined by the school (classroom teacher, reading coach, etc.)

    personnel determined by the school (classroom teacher, reading coach, etc.)

    Setting

    general education classroom

    appropriate setting designated by school; may be w/in or outside of classroom

    appropriate setting designated by school

    • When should it start?
      • As soon as possible after students have been identified through benchmark testing.
    • How long should it last?
      • One round = 3-6 weeks
      • After first round, a decision should be made about the student’s instructional needs. Options should include:
      • Exiting Tier II
      • Another round of Tier II
      • Entrance to Tier III
    • What should it look like?
      • Systematic & explicit instruction w/ modeling, multiple, examples & feedback to students
      • Pacing to match each student’s skill level
      • Providing students w/ multiple opportunities to participate & respond
      • Providing students w/ corrective feedback
      • Interventionists coordinate w/ the general education classroom teacher so that Tier II instruction can be used to pre-teach & review skills

    • How are students selected?
      • If a student has participated in two rounds of Tier II instruction & has not made sufficient progress even after adjustments to instruction
      • If after receiving only one round of Tier II instruction because the student shows a marked lack of progress & further Tier II instruction is deemed insufficient to put him/her back on track
      • A student who has received previous Tier III instruction & ha exited may re-enter Tier III as needed
    • When do students exit?
      • A student is ready to exit the intervention when he/she has reached benchmark on the targeted skill.
      • If an exited student again fails to meet benchmark, he/she may re-enter Tier III as needed