Response to Intervention

RTI

Individualized Intervention Narrow focus of curriculum

TIER 3

PURPOSE: To support students who require additional support to become academically successful but who do not qualify for more intense services such as special education. Tier 2 interventions focus on the areas of student need or weakness that are identified in the screening, assessment or progress monitoring reports from Tier 1. Tier 2 is typically small group instruction and is provided in addition to, not in place of, the core instruction. COMPONENTS: -School-based problem solving teams -School wide screening and process monitoring system -Systematic analysis of school-wide data -Identify evidence based interventions -Frequently monitoring progress of students Parents must be notified in writing when students receive interventions beyond what is provided to all students

*TIER 2 *

All students Broad curriculum coverage

RtI is a constant cycle of DEFINING the problem ANALYZING why its happening IMPLEMENTING interventions EVALUATING the eectiveness

TIER 1

What does Tier 2 look like at different school levels?

Elementary Level
At the elementary level the most common intervention involves increased instruction. Intervention Selection: Strategies that are based on academic need, researched based and are measurable. Progress Monitoring: teacher monitors the results of the applied strategies a. plot data on a line graph b. monitor assessment results c. monitor frequency of intervention

Middle School Level

At the middle school level the most common intervention involves small group instruction. Intervention Selection: Reading strategies explicitly taught: a. making connections with text b. use of graphic organizers c. selective rereading of text Progress monitoring: teacher and student track success a. fluency data tracker b. active comprehension monitoring

High School Level

At the high school level the most common intervention is extended learning time Intervention Selection: based on student learning needs and curricular requirements students are placed in a. extended study hall periods for intervention b. bridge courses that stretch semester curricula over a year-long period Progress Monitoring: students tracking their own success a. student data tracker b. check in/check out system

References

interventioncentral.org rtinetwork.org

RTI CONFERENCE 2013 NELA COHORT III

Stephanie Cottle Sophelia McMannen Karyn Pleasant Lauren Prudenti Jennifer Wilker