RTI2 Frequently Asked Questions
What is Response to Instruction and Intervention (RTI2)?
The Response to Instruction and Intervention (RTI2) framework is a model that provides an ongoing process
of instruction and interventions that allow students to make progress at all levels, particularly those student
who are struggling or advancing. (see page 2 of this handout)
Will the District provide/require use of a specific universal screener?
Yes, the District is currently in the RFP process to secure a universal screener.
Is RTI2 the only means of identifying a child with a specific learning disability?
RTI2 is the only means of identifying a child with a Specific Learning Disability in basic reading skills,
reading comprehension, reading fluency, mathematics calculations, mathematics problem-solving or written
expression.
Data gathered through valid and reliable implementation of the RTI2 process will lead to ongoing
determination of the student’s intervention needs including consideration of referral for special education.
Is RTI2 a “Division of Exceptional Children “ program?
No. RTI2 is not synonymous with special education. Rather, DEC is an important component of a
comprehensive RTI2 framework that incorporates primary (core), secondary and tiered levels of prevention.
All school staff (e.g. principals, assistant principal, general educators, DEC teachers, content specialist, and
psychologists) should work together to implement RTI2 and to make decisions regarding appropriate
intensity of interventions for students.
What about RTI2 for ELLs?
This is dependent upon where the core instruction is taking place. For example, beginning & intermediate
students (previously known as ELDA levels 1 & 2) will still be receiving their primary language instruction
from ESL teachers. (This is a state requirement.) Supplemental support should align with ESL instruction,
and may be in fact, a combination of language acquisition and intervention.
Students at higher levels of English Language Proficiency may be receiving their primary instruction in the
regular English Language Arts class. Supplemental support for a student in this situation should align to the
ELA instruction with some modifications/support for continued English language development.
Please note: ESL class is not an intervention. It is an alternative core program for English Language Arts.
ESL teachers may provide supplemental support that bridges the gap between language acquisition and an
academic intervention. (i.e. – This class would be a combination of intervention and language
development.) Implementation of the WIDA standards allows teachers (ESL and mainstream) to integrate
English Language Development and discipline specific standards.
What are the SCS recommended time frames for Tier I, II, & III instruction?
Tier I
Tier I
Kindergarten
ELA/Writing 150 minutes
daily
Math
60 minutes
daily
First
150 minutes
daily
Second
150 minutes
daily
60 minutes daily
75 minutes
daily
Third
Minimum of
90 minutes
daily (120
minutes
recommended)
90 minutes
daily
The reading block should last for approximately 90 minutes in K-3 classrooms and for
approximately 50 minutes in PreK classrooms.
The writing block should last for approximately 30 minutes in K-3 classrooms.
Tier I
ELA/Writing
Gr. 4-5
Math
Gr. 3-5
Fourth Grade
Minimum of 90
minutes daily (120
minutes recommended
90 minutes daily
Fifth Grade
Minimum of 90
minutes daily (120
minutes recommended
90 minutes daily
6-12 ELA /Math minimum recommended instructional times:
Tier I
ELA/Math
** Grades 6-8:
6-8
(traditional)
55 (daily) **
6-8
(block)
40
9-12
(traditional)
55 (daily)**
9-12
(block)
90
Whole Group: approximately 30 minutes
Small Group: approximately 20 minutes
Whole Group: approximately 5 minutes
Minutes are not exact. Time will vary based on the needs of the students and the tasks. However,
whole group instruction should not last the entire class period.
Tier II
Tier II
Reading
Mathematics
Kindergarten
20 minutes
20 minutes
First Grade
30 minutes
20 minutes
Second Grade
30 minutes
30 minutes
Tier II
Reading
Mathematics
Third
30 minutes
30 minutes
Fourth
30 minutes
30 minutes
Fifth
30 minutes
30 minutes
Tier II
Reading
Mathematics
6-8
(traditional)
30 minutes
30 minutes
6-8
(block)
30 minutes
30 minutes
9-12
(traditional)
30 minutes
30 minutes
9-12
(block)
30 minutes
30 minutes
** Time allotments fall within TDoE guidelines.
Tier III
Tier III
Reading
Mathematics
Kindergarten
40-45 minutes
40-45 minutes
First Grade
45-60 minutes
40-45 minutes
Second Grade
45-60 minutes
45-60 minutes
Tier III
Reading
Third
45-60 minutes
Fourth
45-60 minutes
Fifth
45-60 minutes
Mathematics
45-60 minutes
45-60 minutes
45-60 minutes
Tier III
Reading
6-8
(traditional)
45-55 minutes
6-8
(block)
45-60 minutes
9-12
(traditional)
45-55 minutes
45-55 minutes
45-60 minutes
45-55 minutes
** Time allotments fall within TDoE guidelines.
** Please refer to page 50 of RTI2 Framework for additional information.
9-12
(block)
45-60
minutes
45-60
minutes
What interventions should be used for reading and math, at the different grade levels?
Reading: Istation K-8
Math: -i-Ready K-8
School level data teams should be consulted for additional researched based interventions to meet the
varying student needs.
What resources will the district provide to support RTI2 implementation?
Approved instructional materials
District level RTI2 team supports
District approved interventions
Professional development