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Response to Intervention
What is Response to Intervention (RtI)?
RtI is a multi-step process of providing appropriate services and instruction to students who are struggling within an academic or social/emotional/behavioral area. Individual student progress is monitored and results are used to make decisions regarding the level of intervention a student may need. The RtI process allows for students to receive varying levels of support at different points throughout the year according to the student’s individual needs.
What does the RtI process look like?
The RtI process has three tiers of support. Each tier provides differing levels of support.
- In Tier I, all students receive high quality curriculum and instruction in the general education classroom.
In Tier II, the school provides interventions to students who need more support than they are receiving from the general education classroom.
In Tier III, students are given intensive small group or individualized instruction for the highest level of support.
What are they key components to the RtI process?
- Universal Screening Universal means ‘all’. All students will be assessed three times per school year to assess measures in math, reading, and social/emotional/behavioral norms. These results are reviewed by a School Data Team to assess the progress of all students and identify students requiring additional support or other types of instruction. As a result of universal screening, students may be identified as needing targeted assistance or individualized support through our Tier II and Tier III programs.
- Research-Based Interventions Research-based interventions are teaching strategies or methods proven to be effective in helping students learn. There are many different types of interventions used at our Tier II and Tier III levels. These interventions are thoughtfully planned and delivered to meet individual student needs.
- Progress Monitoring Progress monitoring occurs at our Tier II and Tier III levels of intervention. It is a short assessment that snapshots how students are doing on a specific skill. This tells the teacher how well the intervention is working for the student and if the intervention should continue or if another intervention should be tried. Progress monitoring occurs with varying frequency depending on the level of intervention. When the data shows that a student is understanding the specific skill for which they are receiving intervention, the student no longer requires that level of support and will return to a lower tier of intervention.
If a student has received Tier III interventions and is continuing to show a need for a higher level of support, a student may be referred to our Child Find Team for Section 504 or Special Education Evaluation. Please see additional information on this process under our Section 504 and Special Education tabs.