Response to Intervention: Information for Parents (page 2)
What is RTI?
When “formally” defined, RTI is usually described as a multi-level or tiered prevention and intervention system that is designed to maximize student achievement and/or reduce the incidence of behavioral problems. With RTI, schools are able to identify students who are at risk (usually through the use of a district-wide screening) and implement supports and interventions which are reviewed and evaluated based on collected student evidence (e.g., word fluency, math computation). Instructional adjustments are made based on the student’s response to the implemented interventions. Although it is possible that a child may be referred for special education services that is not the primary purpose of RTI. The purpose of RTI is to put interventions in place so that each student has a genuine opportunity to improve their academic or behavioral skills in the regular classroom setting. Only when it is determined that the child’s needs exceed the resources of the regular classroom is the consideration for special education services contemplated.
How does a leveled or tiered RTI system work?
A leveled or tiered model contains specific intervention or assistance stages (usually three but four and five level models also exist). According to Tilly (2008), RTI functions most effectively when a three tiered support system is used, and the following descriptions represent each of these levels.
- Tier 1 involves appropriate and effective grade level instruction for the students which helps to prevent academic or behavioral problems from emerging. Approximately 80 to 90 percent of all grade level students are expected to respond to Tier 1 instruction. Screenings are conducted in order to determine the learning progress of the students as well as identify students who may be potentially at-risk for academic or behavior related problems. Screenings can include results from state or district-wide tests (e.g. short cycle academic assessments) as well as commercial achievement measures such as AIMSweb, Discovery Education Predictive Assessment, DIBELS, Iowa Tests of Basic Skills, PALS, Predictive Assessments of Reading, and STAR, just to name a few.
- Tier 2 involves a more intense and focused intervention which is supplemental in nature and provides students who are at-risk (i.e. likely to fall behind their peers if additional help is not provided) with specific help typically provided through small group activities and instruction (standard delivery format is small groups of 3-6 students, 30-45 minute sessions two or maybe three times a week). This supplemental help is usually maintained for at least ten weeks, and it is provided in addition to the instruction that is continued as part of Tier 1. Approximately 5 to 10 percent of all grade level students may require Tier 2 support and assistance. At this level, parents can be directly involved especially if interventions are used at home.
- Tier 3 is designed to provide high-intensity instruction and intervention on an individual basis specific to the particular needs and skills issues of the student(s) that is served. One-on-one support is provided and this level serves approximately 1 to 5 percent of the students. Usually if students are not responsive to the interventions at this level, serious consideration is given for a formal school evaluation and potential qualification for special education services.
Copyright 2010. All Rights Reserved.
- Coats and Car Seats: A Lethal Combination?
- Kindergarten Sight Words List
- Child Development Theories
- Signs Your Child Might Have Asperger's Syndrome
- 10 Fun Activities for Children with Autism
- Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
- First Grade Sight Words List
- Social Cognitive Theory
- The Homework Debate
- GED Math Practice Test 1