What is Response to Intervention (RTI)?
RTI integrates student assessment and instructional intervention. RTI is a framework for providing comprehensive support to students and is not an instructional practice.
RTI is a prevention oriented approach to linking assessment and instruction that can inform educators’ decisions about how best to teach their students.
A goal of RTI is to minimize the risk for long-term negative learning outcomes by responding quickly and efficiently to documented learning or behavioral problems and ensuring appropriate identification of students with disabilities. It is data driven.
Response to Intervention will contribute to more meaningful identification of learning and behavioral problems, improve instructional quality, provide all students with the best opportunities to succeed in school, and assist with the identification of learning disabilities and other disabilities.
What is Tiered Instruction?
RTI is a multi-level prevention system which provides for the early identification of learning and behavioral challenges and timely intervention for students who are at risk for long-term learning problems.
This system includes three levels of intensity which represent a continuum of supports.
Tier 1: high quality core instruction that meets the needs of most students. This is done in the classroom. With the support of specialist, classroom teacher can differentiate his or her instruction to meet the learning styles of the struggling student.
Tier 2: evidence-based intervention(s) of moderate intensity that addresses the learning or behavioral challenges of most at-risk students. This includes small group instruction. This can be done both in and out of the classroom.
Tier 3: individualized intervention(s) of increased intensity for students who show minimal response to Tier 2.
Progress monitoring data is used to determine when a student has or has not responded to instruction at any level of the prevention system. Increasing the intensity of an intervention can be accomplished in a number of ways including: Lengthening instructional time, increasing the frequency of instructional sessions, Reducing the size of the instructional group, or adjusting the level of instruction.
Intensity can be increased by providing intervention support from a teacher with more experience and skill in teaching students with learning or behavioral difficulties (e.g., a reading specialist or a special educator).
Small group instruction at Evergreen Charter School is provided through push-in or pull out services in the areas of literacy, mathematics, social studies science and social skills. Groups are arranged based on students’ academic needs, dynamics and the level of intervention provided.
Prevention System: (multilevel)- At Evergreen Charter School, Tier 1 intervention is implemented in the classroom, by the classroom teacher. Tier 2 is implemented through small group instruction by teacher or specialist pushing into the classroom. Tier 3 is implemented by a specialist and takes place outside of the classroom. This can be in a small group or individualized based on students’ needs.
Progress Monitoring: Progress monitoring occurs bi-weekly with informal assessments/observations. A follow up child study meeting is held every 6 weeks to discuss and determine if the interventions put in place have been successful and what the next steps will be. Once all three levels of RTI are implemented and the student has not mad significant progress, a meeting is held with the parents/guardians. After the meeting and parental consent, the student is then referred a full educational evaluation by the home district.