Response to Intervention

What is It?
The Three Tiers

• Tier 1: Universal Interventions
• Tier 2: Supplemental Interventions
• Tier 3: Individualized Interventions

Why Do We Need This?

Response to Intervention (RTI) is a process of instruction, assessment and intervention used to increase the opportunity for all students to meet academic achievement standards through early identification of students whose academic and/or behavioral needs place them at risk. (Lujan, Michael L. M.Ed.., Sandra Love, Ed.D., Beverly Collins, M.Ed., Response to Intervention: Implementation Guide, MentoringMinds.com, 2008. p. 7.)

Response to Intervention (RTI) is usually a multi-tiered model focusing on specific aspects or intensity. Traditionally those tiers are:

Tier I – for 80-90% of the students – involving universal interventions
of differentiated instruction, screening and progress monitoring and whole and small group focuses. Stages include:

1. Conduct universal screenings
2. Create student profiles
3. Organize and analyze data for each student
4. List students in need of interventions
5. Create an RtI folder for each student
6. Through the student profiles, establish intervention strategies

Tier II – for 5-15% of the students – involving supplemental interventions of accommodations, monitoring student responses, strategic assessments for remediation and small group focuses. Stages include:

1. Establish a teacher team to help monitor progress of students
2. Conduct frequent assessments
3. Establish an Individual Catholic Education Plan (ICEP) for specific accommodations
4. Conduct a meeting with parents and teacher team regarding the ICEP
5. Monitor and strive to meet accommodations and success through the ICEP

Tier III – for 1-5% of the students – involving individualized interventions of accommodations and modifications for identified needs, intensive progress monitoring and individual focus. Stages include:

1. Determine skill mastery levels
2. Conduct frequent assessments
3. Revise the ICEP to include more intensive accommodations or modifications
4. Monitor progress
5. Refer for Special Education or exit to Tier II

SOURCE: Archdiocese of Chicago-Office of Schools, Resource Handbook for Teaching Students with Differing Learning Needs, 2009.

Response to Intervention (RTI) gives educators a framework to not wait until students fall far enough behind to qualify for special education to provide them with help they need. RTI is the best model of current times that gives every student the additional time and support needed to learn at high levels. (1) Because RtI requires the use of highly effective scientifically researched interventions; education can now function as a scientifically, proven effective, profession.

Other rationale for RtI includes (2):

• IDEA 2004 calls for early identification and intervention.
• Students usually receive assistance and support much earlier when an RtI model is implemented.
• Students might experience unnecessary academic failure when interventions are not provided.
• Students’ needs might be met in general education if appropriate interventions are provided.
• Early identification and intervention help in preventing student difficulties as opposed to reacting to student problems.
• Students who are struggling do not always qualify for special education services.
• Interventions employed in the general education setting might prevent unnecessary referrals or reduce the number of referrals to special education.
• Early identification and prevention programs may result in a decreased number of students who are identified with specific learning disabilities.

SOURCES:
(1) Buffum, Austin, Mike Mattos and Chris Weber. The Why Behind RtI. Educational Leadership. October 2010. p. 10-11.
(2) Lujan, Michael L. M.Ed.., Sandra Love, Ed.D., Beverly Collins, M.Ed., Response to Intervention: Implementation Guide, MentoringMinds.com, 2008. p. 7.