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Description and Purpose
Response to Intervention is a multi-tiered system of support for students struggling with their academics; it uses targeted teaching to help them succeed/ catch up.
RTI isn’t a special education program. But it can help general education teachers pick up on early signs that kids are struggling. It also plays a key role in helping schools figure out who qualifies for special education.
RTI models usually consist of three tiers, with each tier requiring more intensive instruction and usually involving more expertise. Often Tier 1 is considered to be sound, evidence-based instruction used within the grade level for all students. It is presumed to be evidence-based and therefore effective for the majority of students within a particular grade level. If through low performance or screening it is determined that a student is not succeeding at Tier 1, then Tier 2 interventions may be implemented.
At Tier 2, a teacher may meet with the teacher assistance team (TAT) to discuss a more intense form of evidence-based intervention that is provided to students in targeted groups in addition to the Tier 1 instruction they receive. The TAT generally includes a special education teacher, a school guidance counsellor, a school psychologist, and perhaps other specialists. The TAT designs a response-to-intervention (RTI) plan for the student or recommends an existing protocol (a strategy, material, and teaching process) for the general education teacher to implement.
If after a sufficient period of time the second tier of RTI is not effective, then a student may be placed in Tier 3. Instruction in Tier 3 is individualized and more intensive and focuses on specific skill deficits. If students are not successful in Tier 3, they may be referred for a comprehensive evaluation and be considered for special education eligibility. The results of their performance in Tiers 1, 2, and 3, along with the results of formal testing, will help to determine if they are eligible for special education.
How RtI is Implemented in Schools
In order for RtI to be implemented appropriately, the following need to be practiced:
High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioural goals for their child.
For more information on RtI, please visit the following links:
https://www.understood.org/en/articles/understanding-response-to-intervention
Resources
Resources
Readings:
McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2018). Inclusion: Effective practices for all students (3rd ed.). Upper Saddle River, NJ: Pearson Education Resources.
Photos:
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Multi-tiered frameworks: Understanding RTI, PBIS, MTSS | Student Behavior Blog
Videos:
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