Term of The Day: RESPONSE TO INTERVENTION

Response to intervention (RTI) is an approach to teaching and learning that provides students that are struggling with an immediate plan of action to succeed. RTI focuses on early intervention, frequent progress monitoring, and continuously evaluated research based methods of instruction. The process combines best practice instruction with a tiered system of remedial intervention for children who need additional help in learning. Successful teaching depends on close observation of the students’ response to the tiered interventions integral to RTI and the subsequent development of similar additional interventions as needed. 

RTI involves the practice of providing high-quality core instruction based on students’ needs, using data and progress monitoring to provide increasingly intensive educational interventions in a timely manner for students who struggle in core instruction. In other words, RTI is a process designed for early identification of “at risk” learners, to identify children with learning disabilities and also to provide needed intervention.

RTI is defined as a multi-component system that requires general education and special education teachers to work together to collect and analyze student data, make data-based decisions, and apply appropriate instructional interventions based on individual student needs.

RTI is a multi-tiered system of support for all students which involve the use of problem solving model i.e. problem definition, problem analysis, deciding what action to take, intervening, student’s progress monitoring, and problem evaluation.

Source: St. Croix Central Schools

In Tier 1, all students are given scientifically based teaching, customized to meet their needs, and their progress is monitored on a regular basis to identify struggling learners who need extra support.

In Tier 2, students not making satisfactory progress in the core curriculum are given increasingly targeted instruction corresponding to their needs and based on how well they perform and their rate of progress.

In Tier 3, students are given individualized, intensive interventions that aim at the students' skill deficits for the remediation of existing challenges and the prevention of more significant problems.

The progress monitoring data gathered from tier 1 to 3 is then used as information for evaluation in the eligibility process for special education services.

 

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