Teaching and Learning » Response to Intervention (RtI)

Response to Intervention (RtI)

teacher with studentsResponse To Intervention (RTI) is a school-wide approach to promote academic, social, and behavioral success for all students. RTI assures that struggling students are provided supplementary supports and services, as well as academic and behavioral interventions based on data collection and analysis.
These supplementary supports and services vary in intensity based on student need, and may be provided by a variety of personnel, including general education teachers.
Briefly stated, RTI is a systematic process of quality core instruction and timely individualized intervention to prevent student failure. RTI uses measures to effectively and appropriately reduce the number of students identified for dyslexia, Section 504, and special education.
RTI utilizes a multi-tiered service delivery model. Included are layers of increasingly intense intervention responding to student-specific needs.

Tier 1: Teachers use high-quality core class instruction aligned with the Texas Essential Knowledge and Skills (TEKS) in which about 80% or more of the students are successful. This tier is the crucial foundation of the RtI instructional model.

Tier 2: Students are identified for individual or small group intervention in addition to core class instruction. This level includes scientific research-based programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier 1 activities. District-established standard protocol matches appropriate intervention strategies to specific student needs. Tier 2 addresses the needs of approximately 10–15% of the students.

Tier 3: Students who have not responded adequately to Tiers 1 and 2 receive specific, custom-designed individual or small group instruction (designed using a problem-solving model) beyond the instruction in Tier 1. This level of intervention is aimed at those students who have identified difficulties academically or behaviorally. Tier 3 addresses the needs of approximately 5–10% of the students.

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