Embedded Files
Response to Intervention (RTI) is a system that schools use to decide how much support a student needs. RTI helps educators determine whether a student qualifies for special education (U.S.D.E., 2009) or whether other behavioral or academic interventions are necessary.
At Hoover, the reading interventions are considered tier II interventions because the reading teachers support K-5 students who are struggling with reading in the regular classroom but who are not receiving special education. They are known as tier II interventions because they fall in the second tier of the RTI model (U.S.D.E., 2009).
One aspect of the Hoover's RTI model is the student study team (SST) referral process, by which teachers identify students at risk and refer them to a the SST team. The SST team consists of administrators, teachers, and specialists, and meets with the student's parent(s) to discuss the student's strengths and weaknesses, document current interventions, and determine next steps. Progress is monitored over time, sometimes leading to referral for further evaluation by the special education team.
References:
United States Department of Education (U.S.D.E.), Institute of Education Sciences (2009). Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades, What Works Clearinghouse (WWC). Institute of Education Sciences, USDE. Retrieved from the United States Department of Education website, 8/11/14: http://www.ies.ed.gov/ncee/wWc/pdf/practice_guides/rti_reading_pg_021809.pdf#page=25Google Sites
Report abuse