Response To Instruction (RTI)
What happens when your child doesn't get it the first time?
Response to Instruction (RtI) refers to an instructional framework that promotes a well-integrated system connecting all school services in providing high quality, standards-based instruction and intervention that is matched to students' academic, social-emotional, and behavioral needs. RtI combines core instruction, assessment, and intervention within a multi-tiered system to increase student achievement and reduce behavior problems.
The RtI process requires the involvement of all school personnel, parents and sometimes community service providers. The ultimate purpose of the process is to enhance the success of students with a variety of academic and/or behavior needs. The effectiveness of RtI is maximized through a collaborative problem-solving approach to identify student needs and implement targeted interventions. Data is utilized to measure student progress as a result of the instruction, as well as to monitor intervention integrity.
The core principles of RtI are:
-Students receive high-quality, research-based instruction by qualified staff in their general education setting.
-Use of a multi-tiered model of service delivery facilitates differentiated instruction and early intervening services for struggling learners.
-Movement between tiers should be guided by a data-driven decision-making process.
-Universal screening and progress monitoring are the basis for instructional decisions.
The RtI instructional model has three tiers that focus on academic and behavioral strategies in the general education setting. The expectation is that K - 12 general education teachers teach in a way that meets the varied needs of their students, utilizing ongoing assessments to identify students in need of additional instructional support as early as possible.
The RtI process is carried out in each school by a Problem Solving Team. Each school has a team for reading, mathematics, and behavior. The team assists the classroom teacher in designing and selecting strategies for improving student academic and/or behavioral performance. The purpose of the problem-solving process is to develop academic and behavior intervention strategies that have a high probability of success. The problem-solving team uses the three-tiered model to determine appropriate intervention.
TIER I instructional content is a research-based instructional practice based on the Alabama Course of Study and will include benchmark assessments of all students to identify need for intervention and ongoing progress monitoring. Instruction is maximized in Tier I by repeated opportunities for practice and review, additional opportunities for correction and feedback, increased time on task, engaged in instruction and practice, and drill repetition and/or practice review. Tier I is designed for all students. and is delivered by the general education teacher and should meet the needs of at least 80 percent of the students. Teachers should routinely use a variety of supports as soon as a student begins to struggle in their classroom. Strategies should include flexible grouping, differentiated instruction, re-teaching, and multiple opportunities for practice. Teachers may also adjust their method of instruction and provide additional support and/or accommodations.
TIER II interventions are designed for students who are not adequately progressing in Tier I instruction. These interventions provide additional attention, focus and support and usually take place in the general education classroom. Tier II interventions should begin as soon as possible after students have been identified through screening or benchmark assessments and should be monitored regularly. Materials and strategies should be aligned with Tier I instruction, and should include more opportunities for modeling, providing examples, corrective feedback, and student practice. Teachers can maximize instruction by offering each student more of the following:
Opportunities for practice and review
Opportunities for correction and feedback
Time on task, engaged in instruction and practice
Drill repetition and/or practice review
Opportunities for completing tasks in smaller steps
Tier II instruction has a two-fold purpose:
To remediate skill or concept deficits of students who are not making adequate academic gains or have mild or moderate difficulties in the area of social competence
To enrich and enhance the education of students who have demonstrated proficiency in the benchmarks of the standards for a given discipline
The decision to provide Tier II intervention is based on student data and is determined by the Problem Solving Team.
TIER III interventions are designed for students who are not responding to Tier I or II instruction and interventions. These interventions should be provided by a specialized teacher who is highly skilled in the area of weakness. Instruction should include more opportunities for modeling, providing multiple examples and a wider range of examples, corrective feedback, etc. Tier III interventions usually take place outside the general education classroom and could be before or after school.
Tier III interventions are intended for students with significant deficits or underachievement and require the most intensive services available. A decision to move a student to Tier III interventions is determined by a problem-solving team after several documented individualized interventions in Tier II have resulted in limited progress. The interventions are skill specific and should be delivered by someone highly skilled in that area. The interventions should increase the intensity and require smaller groupings for instruction. The specific nature of the intervention is based on progress monitoring data and/or diagnostic assessment information. The interventions focus on strategies that accelerate learning.
RtI Problem Solving Teams, focusing on tiered instruction in the areas of mathematics, reading and behavior are located in each school.