Spicewood, IB World School
Response to Intervention
What is RTI?
• RTI stands for Response To Intervention.
• The RTI process is a multi-step approach to providing
services and interventions to students who struggle with
learning at increasing levels of intensity.
• RTI is a system wide effort involving school improvement
that includes general education, compensatory education
and special education.
• RTI is not a model, but a framework that guides
educator’s efforts at helping ALL children achieve their
full potential
RTI prevents
unnecessary and
excessive
identification of
students with
disabilities
“RtI is the practice of (1)
providing high quality
instruction/ intervention
matched to student needs and
(2) using learning rate over
time and level of performance
to (3) make important
educational decisions.”
Kurns & Tilly, 2008
Who benefits from RTI?
Everyone, because
• RTI is the practice of providing high
quality instruction and intervention
matched to student needs.
• At the heart of RTI is the common goal
of helping all students achieve high
standards.
• RTI allows struggling students to
receive effective interventions early.
Key Components of RTI
1. Decision making is done across general,
compensatory, and special education
programs
2. There is a well-integrated and seamless
system of instruction and intervention
3. There is high-quality instruction (scientificallybased & delivered with fidelity)
4. Universal screenings are routinely done
5. Decision making is based on Student Data
6. Services and interventions to struggling
learners are at increasing levels of intensity
7. There is frequent progress monitoring to
determine effectiveness of intervention(s)
There may be different areas that need intervention
in order for a student to be successful. Literacy and
numeracy may need attention, but behaviors can
also interfere with learning.
Literacy
Behavior
Math
Three-Tiers of Instruction
Primary
Instruction
Secondary
Intervention
Tertiary
Intervention
Ehren, Ehren & Proly (2009)
Tier 1
80-90% of
students
are HERE
Tier 2
5-10% of
students
are HERE
Tier 3
15% of
students are
HERE
Primary Instruction
Universal Instruction
for all students
(Tier 1)
–Instruction implemented
by classroom teachers
–Differentiated instruction
–Ongoing assessment of
student learning
–Frequent progress
monitoring
Secondary
Intervention
Targeted Interventions
(Tier 2) for some
students:
–Interventions designed to
address specific needs
identified through
screening and progress
monitoring
–Interventions supplement
universal instruction
rather than supplant it
Secondary Intervention
Continued
Tertiary Intervention
Specialized Instruction (Tier 3)
–Targeted intervention designed
to address areas where limited
progress is being made by
student
–Instruction delivered in small
groups or individually
–Progress monitoring & data
collection continues
–Instruction may be within
general education or in special
education
The Three-Tiers in a Venn Diagram
Tier 1
Tier 1
Tier 2
Tier 2
Tier 3
Ehren, Ehren & Proly (2009)
Who monitors RTI at
Spicewood?
The Student Success Team
(SST) leads the RTI efforts at
Spicewood. It is represented
across grade levels and
disciplines and includes
instructional support
personnel
Who is part of the SST at
Spicewood?
• Student Success Team Membership
–
–
–
–
–
–
–
–
–
Principal
Asst Principal
Counselor
Interventionist
IT/PYP Coordinator
Primary or Intermediate Collaborative Teacher
Parent Support Specialist
(Special Ed: Speech, Diagnostician, Resource, etc.)
Referring and Monitoring/Data Collecting Teachers
How does Spicewood’s RTI
Process Work?
Spicewood administers Universal
Screenings to all students in Grades
1 – 5, three times a year.
Data is recorded from student
results, then analyzed and monitored
along with other student
performance data.
AFTER A SPECIFIED PERIOD OF
TIME, THE MONITORING OF
SOME STUDENTS’ DATA MAY
INDICATE A NEED FOR MORE
INTENSIVE INSTRUCTION. TIER
2 INSTRUCTION WILL THEN BE
DETERMINED & THE PROGRESS
MONITORING PIECE WILL
BEGIN AGAIN.
Students who do not respond to
the Tier 2 more-intense
interventions may need
interventions changed or
tweaked. The specified period of
time (how often and how long)
and the size of the instructional
group are considered along with
the specific interventions being
tried.
If after significant intervention
has been tried and progress
monitoring (still) indicates
insufficient progress has been
made, a child may be referred to
Special Education or Dyslexia
for further evaluation.
We are responsible for ensuring each
student’s educational success. We do
not take this job lightly and never want
to incorrectly place a label on a
student. When a child is referred for
Dyslexia or Special Education testing,
we can ensure our parents that their
children have been given exceptional
consideration and instruction and that
more is still needed in order for them
to be successful.