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Response to Intervention (RTI)

What is Response to Intervention (RTI)?

Response to Intervention or RtI can be defined as a school-wide, multi-tiered prevention framework that provides supplemental, needs-specific intervention to students with learning problems, most notably in the area of reading.   

RtI begins with high quality research-based instruction in the general education setting provided by the general education teacher. Instruction is matched to student need through provision of differentiated instruction in the core curriculum and supplemental intervention delivered in a multi-tier format with increasing levels of intensity and targeted focus of instruction. As a consequence of school-wide screenings of all students and progress monitoring, students who have not mastered critical skills or who are not making satisfactory progress can be identified for supplemental intervention. If the student continues not to make sufficient progress after receiving the most intensive level of instructional intervention, it may be determined that a referral for a comprehensive evaluation to determine eligibility for special education is needed.

Sauquoit procedures for delivering the RTI Model

Appropriate instruction-delivered to all students in the general education class by qualified personnel. Appropriate instruction in reading means scientific research-based reading programs that include explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies.

Screening tools-applied to all students in the class to identify those students who are not making academic progress at expected rates.

Instruction-matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards.

Repeated assessments-of student achievement which should include curriculum-based measures to determine if interventions are resulting in student progress toward age or grade level standards.

Application-of information about the student‘s response to intervention to make educational decisions about changes in goals, instruction and/or services and the decision to make a referral for special education programs and/or services.

Written notification to the parents when the student requires an intervention beyond that provided to all students in the general education classroom that provides information about: (a) the amount and nature of student performance data that will be collected and the general education services that will be provided pursuant to the structure and components of the RtI program selected by the school district; (b) strategies for increasing the student‘s rate of learning; and (c) the parents‘ right to request an evaluation for special education programs and/or services.