Appendix F: Sample Response-To-Intervention (RTI) Materials
Exhibit F.1 shows the information that the Bartow County School System shares with parents about its response-to-intervention (RTI) program. The information is based on Georgia's four-tier RTI model; however, most states use a three-tier model.
What Is Response to Intervention?
Parents and educators alike are concerned when children experience difficulty learning in school. Response to intervention (RTI) is an education model that promotes early identification of students who may be at risk for learning difficulties. For students who are identified as struggling, the RTI process includes a multi-step approach for providing services and interventions at increasing levels of intensity. Federal laws (No Child Left Behind and Individuals with Disabilities Education Improvement Act of 2004) emphasize the importance of providing high-quality, scientifically based instruction and interventions for all students, as well as those who are struggling to meet grade-level standards. RTI is a method for measuring how students respond to academic and behavior interventions in regular education prior to identifying a disability.
The essential elements include:
- Universal screenings of academics and behavior in order to determine which students need closer monitoring or additional interventions;
- Differentiation of instruction and use of scientific, research-based instruction and interventions;
- Multiple tiers of increasingly intense scientific, research-based interventions that are matched to student needs;
- Monitoring student progress in response to the instruction and interventions
- Use of progress-monitoring data to shape instruction and make educational decisions;
- Parent involvement throughout the entire process.
In Georgia, a four-tier RTI model has been adopted for early intervention and to determine the student's response as required by Georgia Exceptional Student regulations (160-4-7). Students receive instruction based on their needs and may move within the pyramid as data supports.
Tier 1 consists of a standards-based classroom with all students participating in instruction that is differentiated, research-based, and guided by progress monitoring and balanced assessments.
Students who are identified as struggling participate in Tier 1 and Tier 2 instruction, which consists of needs-based instruction with standard intervention protocols. Tier 2 uses established intervention protocols such as research-based reading or math programs, which provide enhanced opportunities for extended learning, using flexible, small groups, and include more frequent progress monitoring.
Students who are found to be in need of more intense instruction continue to participate in Tier 2 interventions in addition to Tier 3. Tier 3 includes individual assessments, tailored interventions to respond to their needs, frequent formative assessments, and consideration for specially designed instruction when data indicates a need.
Students found eligible for specially designed instruction participate in Tier 4 with specialized programs that implement adapted content, methodology, or instructional delivery with access to Georgia Performance Standards.
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