Home

Springs UFSD Response to Intervention (RtI)     




"All teachers are interventionists, 
and we need to see ourselves this way."
                    
                        - Jim Wright (
Intervention Central)                                           
 
                         
           
       
   
What Is RtI?

Response to Intervention (RtI) is a method of academic intervention used to provide early, systematic assistance to children who are having difficulty learning.  RTI seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based insructional interventions for children who continue to have difficulty.  RTI is a multileveled approach for aiding students that is adjusted and modified as needed.


Core Characteristics of RtI 

Standards aligned instruction: All students receive high quality, research-based instruction in the general education standards aligned system. 

 Universal screening: All students are screened to determine academic status against grade-level benchmarks. 

 Shared ownership: All staff (general education teachers, special education teachers, Title I, ESL) assumes an active role in students’ assessment and instruction in the standards aligned system. 

Data-Based Decision Making: Student performance data is analyzed to guide school decisions on instructional changes, choices of interventions, and appropriate rates of progress. 

Progress Monitoring: Continuous monitoring of student performance and use of data to determine intervention effectiveness and drive instructional adjustments, and to identify/measure student progress toward instructional and grade-level goals. 

Benchmark and Outcome Assessment: Student progress is assessed periodically throughout the year, and at the end of the year against grade level benchmarks and standards.

Tiered Intervention and Service Delivery System: Some students receive increasing intense levels of targeted scientifically, research-based interventions. Instruction is differentiated to meet learner needs.