RTI
RTI
Image & Text Credit: Division of Elementary & Secondary Education--Arkansas Department of Education
Tier III - SUPPLEMENTAL INSTRUCTION
Tier III - SUPPLEMENTAL INSTRUCTION
- Focus: Students not responding appropriately to Tier I core instruction and Tier II interventions.
- Interventionist: Highly trained, skilled and knowledgeable school or specialized personnel.
- Setting: Most often takes place outside of general education classroom.
- Grouping: Small, homogenous grouping (1:1 - 1:3).
- Curriculum: Supplemental, customized, intensive, systematic, evidence-based instruction that targets math or reading areas of greatest need; compliments/supplements core instruction.
- Duration: Varies, a minimum of 10-30 weeks Research Determined by Intervention.
- Length of Instructional Sessions: 30-60 minutes; five times per week. Note: in addition to core instruction at Tier 1. (AIR Provide research for support.)
- Assessment: Combination of informal and formal measures to inform instruction, identify specific skill deficits and determine intervention relative to mathematics and/or reading.
- Progress Monitoring: Once per week to examine rate and level of performance for the purpose of determining student response to supplemental instruction/intervention.
- Behavior: Attention to behavior factors (absenteeism, inattention) that impact performance.
Tier II - SUPPLEMENTAL INSTRUCTION
Tier II - SUPPLEMENTAL INSTRUCTION
- Focus: Students considered at-risk as determined by universal screening, progress monitoring data and additional validated measures of student performance. This Tier should target 10%-15% of the student population.
- Interventionist: Trained, skilled and knowledgeable school personnel which may include classroom teacher (e.g. paraprofessional, classroom instructor, elective instructors).
- Setting: Variable, can occur in and/or outside of general education classroom.
- Grouping: Small, homogenous grouping (1:3 - 1:5) based on similar instructional needs.
- Curriculum: Supplemental, evidence-based intervention designed to address skill deficits of students; compliments/supplements core instruction.
- Duration: Varies, based on rate of progress and performance of students; 12-18 weeks minimum or time period consistent with intervention guidance.
- Time: 20- 30 minutes, 3 to 4 times per week or consistent with intervention research. (AIR: Provide Research Based Support) Note: in addition to core instruction at Tier 1.
- Assessment: Combination of informal and formal measures to inform instruction and determine response to intervention, and use diagnostic assessments to identify specific skill deficits relative to reading and math.
- Progress Monitoring: Every two weeks examine rate and level of performance for the purpose of determining student response to supplemental instruction/intervention.
- Behavior: Attention to behavior factors (absenteeism, inattention) that impact performance.
Tier I - CORE INSTRUCTION
Tier I - CORE INSTRUCTION
- Focus: ALL students (Should meet the needs of approximately 85% of the students.)
- Interventionist: General education teacher
- Setting: General education classroom
- Grouping: Variable and flexible grouping formats
- Curriculum: Scientific, research-based math and reading instruction aligned to state standards and differentiated based on student need and ability
- Duration: Year-long
- Time: Involves a significant block of uninterrupted ELA and math instruction per day
- Assessment: Screening 3 times per year (Fall, Winter, Spring) plus a combination of informal measures to inform instruction and identify students who may be at-risk for math and reading failure
- Progress Monitoring: Students who are just below or a few points above the recommended benchmark score on universal screening may be progress monitored on a monthly basis
- Behavior: Attention to behavior factors (absenteeism, inattention) that impact performance.