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RTI ~ Response-to-Intervention What is RtI? Response-to-Intervention is a process which includes the provision of systematic, research-based instruction and interventions to struggling learners. It assumes that the instruction/interventions are matched to student needs and that the monitoring process is continuous. Furthermore, RtI is designed as an early intervention to prevent long-term academic failure. RtI is considered a general education service, but can also be implemented in special education settings. Key Features of RtI The following is a listing of the key features of an RtI process.
The 3 Tier Model Tier 1- This Tier represents the core or universal instructional program. If this instruction is adequately differentiated, 80-90% of the students achieve established benchmarks. Universal screening assessments will occur three times a year. Tier 2 - (Readers' Workshop) If students do not make adequate progress in Tier 1, more intensive services and targeted interventions, usually in small group settings, are provided in addition to the instruction in the general curriculum. For these students, progress is monitored more closely. (While Tier 2 students are receiving services, students who are making adequate progress, within the core reading program, are provided with differentiated instruction in smaller group settings.) Tier 3 - (Title I Services & SPIRE) For students who do not adequately respond to the interventions in Tier 2 more specific instruction is provided through targeted interventions and specialized reading programs. Tier 3 services are in addition to Tier 1 and Tier 2 services. Tier 3 students may or may not have an IEP.
RtI and the Law NCLB - The components of RtI underscored in the No Child Left Behind Act (NCLB) focus on accountability for results and include: High Quality Instruction - The underlying assumption is that all students are receiving at least 90 minutes per day of reading instruction, provided by a highly qualified teacher, and that the instruction is differentiated within the classroom to meet a broad range of student needs. Research-Based Instruction - The reading instruction reflects the accumulation of research on how children learn to read and how teachers assist struggling readers. StoryTown provides the instructional framework to address the RtI model. Universal Screening - (AIMSweb) The Alton School District has selected AIMSweb as the curriculum based measurement (CBM) prove which is used to identify levels of reading proficiency. The results allow for review of both group and individual performance on reading skills. These snapshots of students progress will occur three times a year. Progress Monitoring - Monitoring of student progress is frequent, and fine tuning of instruction is based on student response to the intervention. Data that indicates substantial lack of progress after implementation of intervention signals the need for additional intensive instruction in more substantial blocks of time, using interventions that match the specific skill deficit. Progress monitoring may include, but is not limited to,
Research-Based Reading Skills In 2000, the National Reading Panel issued a report identifying five key skills central to reading achievement. Phonemic Awareness - The ability to notice, think about, and work with individual sounds in spoken words. Phonics - An understanding of the relationship between letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. Fluency - The ability to read text accurately and quickly with proper expression. Vocabulary - The words we must know to communicate effectively. Text Comprehension - Understanding the meaning of what is read. Comprehension is the reason for reading.
RtI requires that teachers more fully understand the teaching and learning process.
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