RTI Process

Response to Intervention

Once a students is identified as "at risk" either behaviorally and/or academically by some form of measurable data, school personnel can begin a Tier process to decide on the most appropriate intervention. After the problem has been identified, the next step is to determine why the problem is occurring. The next step involves hashing out the details of the intervention. The intervention can be academically based, behaviorally based or both. 

Once determined, the intervention plan is developed. This lays out what the intervention the components of the intervention will be based on measurable data, who will execute it, when it will be executed, how it will be measured and how often the interventionist and student will meet. The meetings should only take place in a group setting if all the members of the group are identified as having the same problem. The intervention is outlined in document form and followed with purpose from inception to completion.

Data is collected and evaluated for progress throughout every step of the process.

The entire intervention consists of three Tiers. All of these steps mentioned above are part of a Tier I and is implemented and measured over a six week period. If the student does not make measurable improvements in response to the Tier I interventions then the intervention progress to Tier II.

Tier I interventions happen within the general education classroom and are successful 80% to 90% of the time. In the event that there is no measurable success in Tier I, the student moves into Tier II interventions. Tier II interventions may take place within the general education setting as well as small group settings. The interventions are the same as Tier I except there may be more targeted interventions and support staff as well as the general education teacher to implement intervention strategies and record data.

If a student does not make identifiable progress as evidenced through measurable data then he/she advances to Tier III where they will receive increased levels of supplementary instruction. Tier III offers supports at more frequent intervals than the other two tiers and the size of the instructional group decreases to maybe one or two students per lesson. The same rigid requirements are used throughout the tiers and data is collected and measured at all times. This ensures a more successful placement for the student once the intervention is complete and all the data is read.

RTI relies on parent involvement and feedback, eliminates a "wait to fail" situation and reduces the number of students who are referred for special education services. The intervention process is based on identified needs of the individual and carefully measured to ensure the student receives only the services he/she need to be successful.