Response to Intervention

Bowman, Angie
Central Office Staff
Federal Programs & Curriculum Director
A process of implementing high-quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on the student's response.

Bender & Shores, 2007
Tier 4
Tier 3
Tier 2
Tier 1

RTI-TIER 1

DESCRIPTION:

Standards-based classroom learning effective instruction in  all classrooms for  all students.

STANDARDS-BASED CLASSROOM LEARNING:

ALL students participate in general education learning that includes:

Benchmark and screening assessments which given to determine specific instructional suppport.
Implementation of the CCGPS through a standards based classroom structure
Differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning
Progress monitoring of learning through multiple formative assessments.

 

RTI-TIER 3

DESCRIPTION:

Tier 3 is a unique individual, diagnostic, data driven instructional problem solving process. 

Students who do not demonstrate adequate progress after receiving need based instruction are moved to Tier 3.

STANDARDS-BASED CLASSROOM LEARNING:

In addition to Tier 1 and Tier 2, targeted students participate in learning that is different by including:

Intensive, formalized problem solving to identify individual student needs
Targeted research based interventions tailored to individual needs
Frequent progress monitoring and analysis of student response to intervention(s).

RTI-TIER 2

DESCRIPTION:

Specific academic interventions are established for students who are missing core academic skills (e.g. strong reading skills) that will increase the probability that these high risk students will have the necessary skills to be successful.

STANDARDS-BASED CLASSROOM LEARNING:

  Students identified as having deficits in specific content areas receive/participate in learning that is different by:

Standard intervention protocol process for identifying and providing research based interventions based on need and resources
On-going progress monitoring to measure student response to intervention and guide decision-making.

RTI-TIER 4

DESCRIPTION:

Tier 4 is developed for students who need additional supports and meet eligibility criteria for special program placement including gifted and special education. Tier 4 does not represent a location for services, but indicates a layer of interventions that may be provided in the general education class or in a separate setting. For students with disabilities needing special education and realted services, Tier 4 provides instruction that is targeted and specialized to meet students' needs.

Students who have received instruction in Tiers 1-3 and do not make adequate progress based on data collected are moved to Tier 4.

STANDARDS-BASED CLASSROOM LEARNING:

  In addition to Tiers 1-3, targeted students participate in:

Specialized programs, methodologies, or instructional deliveries
Greater frequency of progress monitoring of student response to intervention(s).