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RTI

Response to Intervention

Philopshy of RTI

RTI is a process of determining appropriate support and interventions to supplement the core curriculum to meet the needs of all learners. This framework for instruction bases decisions on benchmark and progress monitoring data to improve achievement.  Hauerwas (2006) in her work identified five components of a Response to Intervention approach:

 

1. A Problem-solving Philosophy

The practice of making important educational decisions about students using a problem-solving philosophy involves a strategic decision making process based on data about student achievement and rate of learning. 

 

 

2. A Shared Responsibility

A new direction in providing supports and services is a comprehensive consultation model whereby individuals collaborate in various ways as part of a problem solving process. This model ensures that student needs are identified early, appropriate instruction/interventions are implemented and student progress is monitored for program efficacy and decision making. 

 

3. An Intervention System

Interventions are targeted instruction based on student needs. They are designed to be coordinated with and enhance the comprehensive curriculum that is provided in general education. 

 

4. A Way to Monitor Progress

Progress monitoring assessments are quick probes that provide teachers with on-going information about students' response to intervention. The goal of these assessments is to provide teachers with data to answer two questions:

  • is she/he making progress towards a grade-level expectation or long-term goal?

  • is she/he making progress towards mastery of a targeted skill?

 

5. In Some Cases Part of the Special Education Process

For some students the strategic decision making process of Response to Intervention continues and is used as part of the process that identifies a student with a learning disability. Visit Learning Disabilities and Response to Intervention (RTI) for more information.

A new direction in providing supports and services is a comprehensive consultation model whereby individuals collaborate in various ways as part of a problem solving process. This model ensures that student needs are identified early, appropriate instruction/interventions are implemented and student progress is monitored for program efficacy and decision making. 

How our referral process works at MPE
 
Referrals are made by the teacher when classroom teacher identifies that the student(s) are requiring additional interventions for learning a certain skill/ completing a task/ or needing assistance with learning challenging content.  Student(s) needing interventions are referred to a Tier 1 process, where a problem solving team make look at how can instruction be presented to the student(s) so that they understand the learning concept.  These interventions are often invisible and in the classroom, and are often targeted to more than one student.  
 
When Tier 1 interventions are not working for a specific student, the student is then referred to a Tier 2.  Students are brought to School Based Team (SBT) and a more comprehensive learning plan is discussed and arranged in conjunction with parents and the SBT.
 
To reach desired outcomes in school, some students may require additional or unique instructional strategies or interventions beyond those typically available. Thus, for schools to meet the needs of all students it is important to establish a comprehensive continuum of multi-layered or multi-tiered systems of prevention/intervention services. This continuum should include intervention options of varying intensity that can be linked to the specific learning needs of students who are experiencing difficulties. To ensure that prevention and intervention strategies are provided in a timely manner and to students who need them.  When Tier 2 strategies are not meeting the needs of a student a more comprehensive system of interventions will be put into place (Tier 3 intervention). 
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