Response to intervention (RTI), is a relatively new approach, identifying students with learning disabilities as opposed to the traditional discrepancy model or the “wait to fail” method. It is often thought of to be a pre-referral for special education services because data collected during the RTI process is often used to determine eligibility. The RTI process is an approach to address the needs of all students and identifies struggling learners. RTI consists of four components;

     1. High quality- research based classroom instruction.     

     2. Student assessment- universal screening and progress monitoring     

     3. Tiered instruction- multi tier approach to differentiate instruction     

     4. Parent involvement- consider parent recommendation for child’s educational decision      based on data.

 

For more information visit RtI Networork

 

RTI consists of three phases of increasing degrees of intensity, supplemental instruction and intervention.

 

 

 

 

 

 

 

 

Tier 1- The process begins with whole class instruction and universal screening of all students, selected at the districts’ discretion. Teachers differentiate instruction based on these assessments and identify students who need more instruction. These students are considered “at-risk” and for 8 weeks receive supplemental instruction. At the end of the 8-week period if students show progress they return to whole class. If not, students move to Tier 2.

 

Tier 2- Targeted instruction is provided in small groups. These groups can occur with the general education teacher or reading or learning specialist. If the student needs to go outside of the classroom for additional support the parent must be notified and consent must be given. Student progress is monitored daily for 6-8 weeks and instruction is intended to reinforce concepts and skills taught in general education classroom. One of the three things can happen after a goal has been established;

     1.  student meets the expectation he/she can return to Tier 1

     2.  student makes sufficient progress but not enough, remain in Tier 2

     3.  student makes very little progress and should move to Tier

 

Tier 3- The student receives more explicit and individualized instruction. School personnel may or may not recommend student to special education services. Data collected in Tier 1,2 and 3 are included for eligibility purposes.