RtI - Response to Intervention
A process for identifying student needs, matching research based
interventions to those specific needs, and monitoring whether or not the
student’s performance improves in response to the intervention.
RtI – Response to Intervention
Response to Intervention is a method if improving instruction by
 identifying students who need early intervention for academics (or
behavior)
 matching interventions to the specific needs of struggling students
 Documenting student responses to interventions and making changes in
content and methodology based on response data.
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What is RtI?
RtI, RESPONSE TO INTERVENTION, is a research-based, data driven
approach to early identification and intervention for students with
learning needs. Responses to intervention (RtI) strategies are tools that
help educators target instructional interventions to meet the specific
learning needs of individual students. RtI facilitates the improvement of
educational outcomes for all students by providing tiered interventions
with increased levels of intensity.
Guidelines contained in NCLB (No Child Left Behind) and IDEA
(Individuals with Disabilities Act 2004) paved the way for RtI to become a
national initiative. Research supports RtI as a proven method that assists
in accurately distinguishing between children who truly have learning
disabilities and those whose learning difficulties can be resolved with
research-based, general education interventions. The President’s
Commission on Excellence in Special Education recommends RtI as a
best practice. (Click on image below to review policy guidelines)
The RtI process provides high quality instruction and intervention
strategies matched to the needs of students. Struggling learners are
supported with interventions that systematically intensify to accelerate
learning. General education teachers, academic coaches or learning
specialists may provide intervention strategies. Learning may also be
supplemented by specialized computer applications that help "fill in" the
learning gaps. Student progress needs to be closely monitored and
evaluated throughout the process to determine appropriate learning
paths. The duration of an intervention and its intensity are determined by
a student's response to a particular intervention strategy.
RtI core principles:
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The belief that we can effectively teach all children
The knowledge that we must intervene early using a multi-tiered
instructional delivery approach that supports all students
The use of research-based interventions and instructional
strategies is essential
The process of continual monitoring of student progress to inform
our instruction
The information necessary to make informed, data-driven
decisions
The RtI process:
1.
2.
3.
4.
5.
The screening of all students
Identification of students that may be at-risk
Determination of deficit skills and problem area
Selection and implementation of intervention strategies
Progress monitoring to evaluate the student’s response to
intervention
RtI multi-tiered approach
The Three Tier Instructional Model is designed to meet the needs of every
student and consists of three levels of instruction. This multi-tier
approach most efficiently facilitates differentiated instruction for all
students. The model integrates increasing intensities of instruction
matched to the needs of each student.
Tier 1: Universal
Interventions
Students who need
SOME help reside in Tier
1. In this tier classroom
Interventions are
implemented; the
classroom teacher
identifies struggling
students and collects
data which is then used
to modify teaching
strategies. Interventions
represent core
instruction and universal
access to core materials.
Seventy-five to eighty
percent of students
should fall into this category. Tier I interventions include differentiated
instructional strategies and support. Regular classroom assessments
alert the teacher to deficiencies in student learning. Students who display
poor response to group instruction in Tier 1 should be moved into Tier 2,
strategic instruction.
Tier 2: Targeted, Strategic Interventions
Students who need MORE targeted help reside in Tier 2. This tier typically
includes 10-15 percent of students who need “an extra dose” of good
instruction to learn successfully. Tier 2 intervention strategies are in
addition to the Tier 1 core instruction. Targeted, strategic interventions
are designed to be fast-paced and highly effective. Students who fail to
respond to strategies in Tier 2 should be moved into Tier 3, intensive
instruction.
Tier 3: Intensive, Comprehensive Interventions
Students who need INDIVIDUALIZED, INTENSIVE help reside in Tier 3.
This tier represents about five percent of the student population. These
students continue to experience learning difficulties even after receiving
strategic, targeted group interventions in Tiers 1 and 2. In Tier 3 students
receive intensive, individualized interventions composed of high-intensity
procedures. (Example of RtI form)
Response to Intervention Flowchart Model (click
on graphic below for interactive model)
Rti in a nutshell
Response to Intervention refers to a process that highlights how well
students respond to changes in their instruction. Using the multi-tiered
RtI approach helps eliminate achievement gaps. The RtI process utilizes
all resources within a school district to create an integrated system of
instruction developed from a collection of student data. Leadership is
critical to the implementation of RtI. RtI requires the coordination of
resource support from school, district, and the community.
Administrators, leadership teams and teachers have vital roles in the
planning, implementation, and success of RtI implementation. Schools
implementing Response to Intervention are better equipped to provide
parents with information about student progress, instruction and the
academic and behavioral goals for their child. An education system
implementing RtI promotes collaboration and shared responsibility for
the learning of all students. Response to Intervention is recognized as an
effective instructional practice to support the learning needs of all
students.