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Response to Intervention (RTI)

Response to Intervention (RTI) serves as a framework for schools to provide the instruction and academic support each student requires. Though RTI does not prescribe specific instructional strategies or programs, the model emphasizes a three tiered approach, including quality instruction for all students, and research based flexible supports for struggling students. The responsibility for providing these services is shared among all educators, including administrators, core content, special education, and English Language Learner teachers. Three Tiers of Intervention

Tier 1: Core Instruction

2: Supplemental

3: Intense

Description Daily differentiated classroom instruction that meets the needs of most (90 to 95%) students Evidence based interventions that addresses needs of at risk students, such as small group or extra instructional time Increased intensity interventions for students who have not demonstrated progress from Tier 2 supports

% of Students 100

5 - 10

1-5

Components of RTI Implementation

Universal screening and progress monitoring


Identify students for tiers 2 and 3 support Track student progress throughout the year to assess quality of core instruction Track student progress to determine movement in and out of tiers 2 and 3

Evidence based interventions


Intervention has been demonstrated to be effective using rigorous research designs as defined by the Elementary and Secondary Education Act

Ongoing professional development


Plan classroom relevant training in data analysis, effective instruction, and parent involvement Provide requent opportunities for department and/or grade level collaboration

National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.org

Teacher Parent Collaboration


Communicate frequently to parents regarding student progress Inform parents of RTI model Invite parents to participate in decision making process related to interventions

Effective leadership
Communicate RTI model to staff and other stakeholders Identify effective supports and assessments Leverage existing resources to provide required supports Develop yearly ongoing professional development plan Characteristics of RTI Framework

What RTI is: Framework for providing the necessary academic supports for each student

What RTI is not: Framework for providing behavioral supports. A separate model, Positive Behavioral Interventions and Supports (PBIS), can be combined with RTI to create a school wide academic AND behavioral framework Model only for special education students. Special education and identification of learning disabilities is an important component of RTI, but the model applies to all students Prescriptive list of specific intervention programs/strategies and curricula

Model to ensure academic success for all students

A collaborative effort among district leaders, school leaders, classroom teachers, and families

Additional Resources: National Center on Response to Intervention: www.rti4sucess.org/ Tiered Instruction: Grounding Document and Self-Assessment Instrument; MA ESE, 2010

National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.org