Response to Intervention (RTI)

  • RTI What is RTI?

    Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making instructional decisions, creating a well-integrated system of instruction and intervention guided by child outcome data.

     


     

    Four-Tiered Pyramid of Interventions

     

    The RTI process implemented in the  Pike County School District is defined as a four-tiered Pyramid Model of school supports that uses research-based academic and/or behavioral interventions. By frequently monitoring student progress, educators engage in a problem-solving approach to close the achievement gap for students. The four-tiered model is a fluid process whereby students may be moved in and out of a tier on a needs-based continuum.

     

    Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions

    Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at risk” through universal screenings and/or results on state or district wide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it should be at least six to eight weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.

     

    Tier 2: Targeted Interventions, Needs-Based Instruction

    Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. Interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

     

    Tier 3: Intensive Interventions 

    At this level, students receive individualized, intensive interventions that target the students’ skill deficits. The Student Support Team process is required under state and federal regulations. A team of professionals develops an intervention plan for a struggling student to promote student success in the general education environment. 

     

    Tier 4: Specially Designed Instruction, Special Education

    Students who do not achieve the desired level of progress in response to these targeted interventions in Tier 2 and 3 are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004).