Response to Intervention (RTI) is the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. RTIAction Network..19 June 2009 < http://www.rtinetwork.org/>.
Easy Definition: Response to Intervention (RTI) is designed to support approach to help struggling learners both academically and behaviorally. It is important for all staff to understand that this support is the responsibility of general education. Each of the three tiers in the RTI Model represents particular methods of assessment as well as interventions that increase with the needs of struggling learners.
· All children can learn
· All children can be taught
· Intervention occurs early
DHS will be using 3 levels of intervention; we will refer to these levels as Tier 1, 2 and 3. In addition, there will be 3 components of RTI – Assessment, Academic and Behavioral. The tiers may look different for each student. Students can be referred at any time for any reason.
Throughout our process we will always ask these questions:
1. Is there a problem? If so, what is it, and why is it happening?
2. How can we use the curriculum to solve the problem?
3. What intervention can we use to solve the problem? How can we implement them?
4. Did the interventions work? Or do we need to try something else?
Tier 1 – This tier is the foundation. This tier implements the districts core curriculum and positive strategies that effectively support about 80 percent of the students. At this stage interventions implemented are to be preventive and proactive. We can also think of this stage as best practices. The philosophy guiding Tier 1 is that student success within the general education environment can be ensured by providing proactive instruction, effective teaching strategies that focus on individual learning styles, and supports positive behavior.
NOTE: this tier concentrates on Core Classroom Instruction – making sure that everything is being done in the classroom before sending them to Tier 2. This is done for every student.
Tier 2 – The interventions become student-centered and are individually tailored to meet the struggling student’s needs. It relies on problem solving by the RTI team, which bases its decision on assessment of student progress. Tier 2 focuses on intervening early, before a problem becomes substantial.
NOTE: The RTI team becomes actively involved in the problem-solving process as soon as a student is referred for Tier 2 intervention. Anyone can refer this student to this stage. But a referral to Tier 2 should be based on data collected in Tier 1. The data must rule out core classroom instruction and supports.
Tier 3 – designed for students who have significant difficulties making progress in Tier 1 and Tier 2. In Tier 3 the student interventions are more frequent and longer, and either the group size is reduced or the student receives the intervention individually.
NOTE: it is recommended that the student stay in Tier 3 for 9-12 weeks. If there is not significant improvement; then the RTI team should consider additional services, such as special education.
Core Committee members
Dean of Students*
All of students’ current teachers
Invited Members (as needed)