What is RTI?
What
is Response to Intervention (RTI)?
What is Tier 1: Benchmark Level?
What is Tier 2: Strategic Level?
What is Tier 3: Intensive Level?
Special Education Eligibility
Necessary components of
RTI
Links for more information
about RTI
Response
to Intervention, or RTI, is the practice of:
(1) providing high-quality instruction/intervention matched to
student
needs;
(2) using learning rate over time and level of performance to;
(3) make important educational
decisions (NASDSE, 2005).
RTI
methodology is conceptualized within a three-tiered model of prevention
across all students in a school,
general education and special
education students. If you could
place all of the students in your school into a triangle, the three-tiered
model of prevention will look like this:
Tier 1: Benchmark Level
- All
students receive instruction in an empirically supported core curriculum
- Typically,
about 80% of students in a school will respond to a high-quality core
curriculum and will make adequate progress throughout the year
- Progress
of all students is monitored at three points in time, or “Benchmarks”,
during the Fall, Winter, and Spring of each school year
- Benchmark
data indicate students who may not be responding adequately to the
core curriculum and who are in need of additional instruction
Tier
2: Strategic Level
- Students
who do not respond adequately to the core curriculum
- Smaller
group of students – Approximately 15% of the students in a school
- Considered
“at-risk”
- Provided
supplemental instruction/intervention (in addition to the core curriculum),
which takes place about 2-3 times per week and often in small group
formats using standard protocol interventions
- Student
progress monitored more frequently: 1 to 2 times per month
- Most
students at this level will make sufficient progress given this supplemental
instruction and are “returned” to the Benchmark level
Tier
3: Intensive Level
- Students
who do not respond adequately to core curriculum and strategic level interventions
- Approximately
5% of the students in a school
- Considered
in need of intensive intervention
- Provided
high-quality, research-based interventions on a daily basis; individually
or in small groups
- May
use an individualized problem-solving model to derive instruction
- Student
progress monitored more frequently:
1 to 2 times per week
- Changes
are made to the student’s intervention based upon his/her data and
progress toward a specified goal
- Students
who make adequate progress at this level are returned to Strategic
or Benchmark level
Special
Education Eligibility
- Students
who do not adequately respond to several well implemented Intensive
level interventions are considered for evaluation for Special Education
Necessary
Components for RTI
-
Administrative
support of the model
-
A core instructional curriculum that is research based and empirically
supported
-
Progress Monitoring measurement tools that reflect general
outcome measurement of skills
-
Grade-based teams that meet regularly to review the progress
monitoring data and make educational decisions based on the data
-
Decision rules that are applied to the data that indicate when
intervention/instruction should be changed, when students should be
moved between tiers, and other factors related to promoting student
achievement
-
A system for monitoring
the integrity of implementation of the interventions and instructional
programs – are the interventions being implemented the way they were
intended?
