In general, RTI aims to support at-risk students by providing supplemental support without being identified for special education under one of the 15 disability categories. Under an RTI framework, students failing to respond to supplementary intervention are given more intensive support on an individual/small group basis.
RTI is a process that schools use to meet students where they are and progress them forward in their skills. This process helps distinguish between students who need intervention to advance their skills and students who may require specially designed instruction as a student with an identified disability.
The process uses early and frequent assessments to identify specific student weaknesses and then focuses on addressing those weaknesses with evidence-based interventions while monitoring the students progress.
If the student fails to show significantly improved academic skills despite several well designed and implemented interventions, this failure to "respond to intervention" may be viewed as evidence of an underlying specific learning disability. Students not making progress within RTI may be referred for an evaluation to determine eligibility for special education services.
TIERS in RTI?
There are 3 tiers within the RTI process.
All data collected within the the RTI tiers may will be used for any evaluations for the student.
TIER 1
Tier 1 is where students receive interventions within the core curriculum of the classroom. Intervention in tier 1 typically occur with the general education teacher.
TIER 2
Tier 2 is where students may receive interventions with more frequency and intensity within a small group setting. The interventions are still specific to the students needs and may occur with title teachers, general education teachers, reading/math coaches, volunteers, or related service personnel.
Interventions in tier 2 last anywhere from 6-10 weeks and occur in addition to the tier 1 interventions taking place within the large group general education curriculum setting.
TIER 3
A building team reviews data and refers students to tier 3 based on the progress collected while in the RTI process. This recommendation can range from more specific and intense interventions, changing of interventions, or referral to the school psychologist for possible identification through a full evaluation (MFE).
Practices at Norwayne
All students K-3 and identified students in grades 4-8 participate in a universal screener for reading in the fall, winter, and spring of each school year. Some grade levels may have more than one screening tool. The type of reading screening utilized is dependent upon the grade level. For example, students in kindergarten receive the DIBELS 8th Edition, NWEA, and KRA; students in 3rd grade are administered DIBELS 8th Edition, cold read assessments, and NWEA; and students in 5th grade are administered DIBELS 8th edition and cold read assessments. Once the data is collected and input teachers use this information to inform changes needed in the classroom and specific interventions needed for struggling students. Teachers then monitor the students progress and refer the data for review to a district level team. This team meets three times throughout the school year to discuss referrals and data with the teachers. The team consists of building principals, curriculum director, school psychologist, SLP, school counselor, special education director, and teachers. Data is reviewed and suggestions are made on next steps or courses of action.