Response to Intervention (RTI)
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Response to Intervention (RTI) is an academic program that focuses on the early identification and scaffolding of students struggling academically or behaviorally. The goal of RTI is to provide academic and behavior supports instead of waiting for a child to fail. RTI can be to be implemented school-wide and is used when making decisions in general education and special education. Implementation of RTI includes high quality instruction, assessment and evidence-based intervention. RTI is a three-tiered approach that provides struggling learners with increasingly intense interventions.
Tiers
1. The first tier of RTI is core instruction. Within this tier, all students receive high-quality, scientifically based instruction in a general education setting. Using the most effective instruction, the purpose of this tier is to prevent failure and enhance learning.Students are assessed on a periodic basis to identify struggling students. If a student's test scores show they are not succeeding at this tier, the general education teacher will be responsible for implementing different strategies and/or approaches.. During this time, there should be close monitoring of the student and documentation of the results of the new strategies. If the student continues to struggle, they will be moved to the second tier.
2. At this tier, students who experienced difficulties in tier one will be provided with more intense instruction that meets their needs. Students will still be in the general education classroom, but will receive supplemental intervention. Usually this tier will include small groups of students who have similar levels of performance. Some students will be more successful at this tier and might eventually move back to the general education curriculum. If a student is not progressing with the small group intervention they will be moved to tier three.
3. Generally the third tier of RTI addresses students' individual learning needs through intensive and highly focused instruction that targets specific needs. Depending on the success of the student at this level, they may be moved back to tier one or two. If a student does not achieve the necessary level of progress with these interventions, they will be referred for a special education evaluation.
Many schools have embraced the RTI approach. Guided by data, this model is designed to give students supplemental intervention to catch up to and prevents students from being mislabeled with a disability. It understands that each student has individual needs and within RTI, educators work to meet those needs. RTI has become so commonly used in schools because it works.
Tiers
1. The first tier of RTI is core instruction. Within this tier, all students receive high-quality, scientifically based instruction in a general education setting. Using the most effective instruction, the purpose of this tier is to prevent failure and enhance learning.Students are assessed on a periodic basis to identify struggling students. If a student's test scores show they are not succeeding at this tier, the general education teacher will be responsible for implementing different strategies and/or approaches.. During this time, there should be close monitoring of the student and documentation of the results of the new strategies. If the student continues to struggle, they will be moved to the second tier.
2. At this tier, students who experienced difficulties in tier one will be provided with more intense instruction that meets their needs. Students will still be in the general education classroom, but will receive supplemental intervention. Usually this tier will include small groups of students who have similar levels of performance. Some students will be more successful at this tier and might eventually move back to the general education curriculum. If a student is not progressing with the small group intervention they will be moved to tier three.
3. Generally the third tier of RTI addresses students' individual learning needs through intensive and highly focused instruction that targets specific needs. Depending on the success of the student at this level, they may be moved back to tier one or two. If a student does not achieve the necessary level of progress with these interventions, they will be referred for a special education evaluation.
Many schools have embraced the RTI approach. Guided by data, this model is designed to give students supplemental intervention to catch up to and prevents students from being mislabeled with a disability. It understands that each student has individual needs and within RTI, educators work to meet those needs. RTI has become so commonly used in schools because it works.