Response to Intervention

What is Response to Intervention (RtI)?

A three-tiered model of instruction and intervention that includes:

  • Evidence-based core instruction (Tier 1) delivered with fidelity;

  • Targeted, small group interventions in addition to core instruction (Tier 2); and

  • Intensive interventions (Tier 3) customized to students' needs; and

  • Embedded use of differentiation and the Universal Design for Learning principles in the planning of curricula, instructional activities, and assessment including:

      • Options in the ways information is presented, different approaches for students to express learning and demonstrate knowledge and skills, and varied ways to encourage engagement often impacted by student interests;

      • Appropriate accommodations, supports, strategies, and scaffolds that reduce barriers to learning while promoting learner independence;

      • Personalization in terms of targeted strategies, self-reflection, and technology to enhance instruction;

  • Curricula and instruction based on the New Jersey Student Learning Standards and introduced by qualified and appropriately trained educators in a manner demonstrating fidelity and high expectations for all students;

  • Culturally-responsive approach to instruction;

  • Flexibility and adjustment as necessary based on data collected during period of progress monitoring; and

  • Utilization of flexible grouping and cooperative learning.

How does my child qualify for RtI?

All students are screened. Universal screening tools consist of brief assessments focused on target skills,

such as:

  • performance on benchmark assessments.

  • grade-level reading assessments.

  • writing samples.

  • grade-level math assessments.

  • teacher observations.

What does it mean if my child is receiving interventions?

Through one or more universal screening tools the RtI team identified areas in which your child is need of support. Interventions and supports may be as simple as providing extra resources to the classroom teacher or meeting with the child as part of a small group to work on the targeted skill(s). The RtI team will determine the appropriate tier of support (See below for more information about tiers of support.). Your child's progress will be monitored regularly to determine his or her tier of support. Once your child has demonstrated success, interventions will be discontinued. Students can always resume interventions if needed.

What are the tiers of support?

TIER 1: Tier 1 refers to high-quality core instruction and addresses the needs of most students.

  • All students in Tier 1 are screened in literacy and mathematics two or more times per year. Results are used to identify students who are on track, and those at risk.

  • School wide behavioral expectations are established and taught, and classroom teachers provide positive behavioral supports in their classrooms.

      • Since students learn differently, teachers present information in multiple ways and give students the opportunity to demonstrate what they have learned in a variety of ways.

      • Problem solving teams review screening data and determine which students need additional challenges through enrichment activities and which students need additional support. The team may identify some strategies the teacher may use in the classroom to improve growth or determine that a Tier 2 intervention is needed.

TIER 2: includes the core instruction provided in Tier 1 and supplemental supports and interventions that may be delivered in small-group instruction, delivered in either the general classroom during flexible grouping or centers or during an additional period.

  • Teachers use evidence-based instructional practices and interventions. Interventions are increased in intensity, frequency and duration based upon the review of data from progress monitoring, collected at regular intervals.

  • Limited, but targeted supports are provided to remediate academic skill deficits and reduce behavior problems to help students succeed in Tier 1.

TIER 3: includes the practices described in Tiers 1 and 2 and is characterized by an increase in the length of time, duration or frequency of the intervention targeted to a student who is not making adequate progress with Tier 2 supports—Tier 3 includes all of the elements of Tiers 1 and 2.

  • It is important to note that students may receive Tier 2 or 3 interventions in one content area but not another and may move in and out of interventions throughout the year. Accommodations for students with disabilities and students who are English language learners are provided to students who need them at all levels of intervention.

NOTE: If the combination of Tier 1, 2, and 3 supports are not helping the student make adequate progress, then the I&RS process will be initiated.