Response to Intervention
Response to Intervention, or RtI, is the practice of meeting the academic, English language acquisition, and engagement needs of all students through a problem-solving process with three key elements:
- High-quality instruction and research-based tiered interventions aligned with individual student need
- Frequent monitoring of student progress to enable results-based academic and/or behavioral decisions
- Use of student response data in making important educational decisions (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies
The instructional approaches within the general education setting should result in academic and/or engagement progress for the majority of the students. The primary focus of RtI is early intervention to prevent long-term academic failure. Struggling students are identified using data-based progress monitoring and are provided intensive instruction. The use of a scientifically validated curriculum as well as instructional methods expected in an RtI model, leads to school improvement. Support services require collaboration among campus personnel such as administrators, counselors, teachers, and interventionists.
The Major Components of RtI
Data-based decision making--Critical educational decisions are based on assessment results. Data is carefully analyzed to determine why academic or behavioral problems exist.
Universal screening--Universal screeners are assessments administered to all students to determine as early as possible which students are at risk of not meeting academic benchmarks. These screenings are administered three times per year in order to meet early intervention needs of all students.
Tiered model of delivery--The RtI process incorporates a tiered model of delivery of instruction. The tiers reflect increasing intensification of interventions to meet the individual needs of students.
Progress monitoring--The monitoring of student progress is a research-based practice that produces data about student growth over time. Progress monitoring is used to determine the effectiveness of instruction and/or interventions.
Fidelity of Implementation--Fidelity of implementation is achieved when the delivery of instruction, assessments, and progress monitoring is carried out as it was designed to be.
The Three Tiers
Tier 1Core Classroom Instruction
- All students (K-12 grade)
- Core curriculum reading and math programs in the general classroom setting is TEKS-based.
- All students will receive instruction that is evidence-based/standard based including ELPS, CCRS, and differentiated according to student’s learning needs.
- Instructional arrangement should include whole group, small groups, and cooperative learning groups lead by the classroom teacher.
- Universal Screening Instruments are administered in Tier I to indicate a possible need for support.
- General Education Teacher
- Inclusion Teacher
- Tier II intervention is in addition to Tier I instruction.
- Tier II intervention is determined by data collected from universal screeners, summative assessments, formative assessments, parent input, and student problem solving team recommendations.
- Tier II instruction is explicit, systematic, and targeted small group intervention within a general education core classroom setting.
- Tier II interventions are progress monitored every two weeks to determine learning trajectories aligned to set goals.
- Tier II intervention is strategic, and targets deficit skill areas(s).
- General Education Teacher
- Interventionist Tutor
- Tier III intervention is in addition to Tier I instruction.
- Tier III intervention is determined by ongoing data collected from the beginning, middle and end of the year universal screening instruments, summative assessments, formative assessments, and progress monitoring data aligned to the strategic intervention.
- Tier III intervention is intensive, focused, requires increased time, instructional expertise, and is usually offered outside the general classroom setting.
- Tier III interventions are progressed weekly to determine sensitive learning trajectories aligned to set goals.
- Tier III intervention is provided to students showing poor learning trajectories receiving Tier II interventions over an extended period of time.
- Special Education Teacher