What is Response to Intervention (Rti)?
Response-to-Intervention (RtI) is the practice of providing high-quality instruction/intervention matched to student needs. Progress is closely monitored and changes in instruction are based on data collected from on-going assessment. RtI represents an educational strategy to close achievement gaps for all students, by preventing smaller learning problems from becoming insurmountable gaps.
What do the tiers mean?
ALL students receive Tier I interventions, also known as “Best Practices.” Tier I interventions will be successful with 80-90% of the student population. Classroom teachers provide Tier I interventions and supports.
Based on academic school-wide screening, students who are not meeting grade level benchmarks and for whom Tier I interventions are not supportive enough will receive Tier II interventions. They receive the same instruction as students in Tier 1 as well as targeted interventions. Tier II represents 5-10% of the population. Tier II interventions are provided by the classroom teacher as well as support staff when necessary.
Students who are not making adequate progress at Tier II will receive Tier III interventions. Tier III interventions include intensive instruction, specific to the student’s highest area(s) of need. Tier III should only represent 1-5% of the population. Tier III interventions are provided by the classroom teachers as well as specialists in the specific area of skill deficit.
What are the Benefits of RtI?
RtI ensures a shared approach is used in addressing students’ diverse needs.
RtI eliminates the “wait to fail” situation, because students get help promptly within the general education setting.
The RtI approach may help reduce the number of students referred for special education services while increasing the number of students who are successful within regular education.
RtI helps to identify the root cause of achievement problems.
RtI’s use of progress monitoring provides more instructionally relevant information than traditional assessments.