RtI is a legal requirement of NCLB 2001 and IDEIA 2004 promoting improved achievement by all students through stronger research based instructional practices and early intervention, thereby reducing over identification for special education. Students cannot be identified for special education services without documentation that low achievement is not due to lack of appropriate instruction in reading, mathematics, or behavior. The re-authorization of IDEIA provides an open door for special and general education to work together so more students can achieve academic progress in general education.
What is Response to Intervention (RtI)?
Response to Intervention is designed as a school-wide, tiered model for identifying and providing early intervention to all students falling behind their grade-level peers in reading, mathematics, and behavior. Basically, RtI is the practice of 1) providing high-quality instruction and intervention matched to student need; 2) monitoring progress frequently to make decisions about changes in instruction and behavior management, and; 3) applying the child’s response data to important educational decisions.
What are the core principles of RtI?
The core principles of RtI are early intervention, multi-tiered model of service delivery, research-based, scientifically validated interventions, monitoring of student progress to inform instruction, and use of data to make decisions. RtI includes the assumption and belief that all children can learn.
What are the components of RtI success?
The components of RtI success include fidelity to interventions, collaboration/commitment among all stakeholders, administrative support, training and follow-up training focused on data collection and analysis, progress monitoring and documentation of intervention.
What are the tiers of instructional intervention for RtI?
There are 3 tiers of instructional intervention and support to ensure that students’ learning needs are addressed in a focused manner. Tier I refers to school-wide intervention through core instruction. Tier II refers to targeted group instruction. Tier III refers to intensive intervention. In the SAISD, the tiers are represented by a pyramid addressing reading, mathematics, and behavior systems.
What is the role of the RtI campus team?
Led by the campus RtI Coordinator, the role of the RtI team is to meet on a regularly scheduled basis, provide support to teachers who request assistance, clarify and prioritize issues or concerns, provide strategies or interventions for academic and behavioral issues, evaluate progress, and make decisions and recommendations based on data. In essence, the RtI team is tasked with defining the problem, developing a plan, implementing the plan, and evaluating the plan.
Who are the students at-risk?
At-risk students include those who 1) demonstrate poor achievement and/or motivation; and 2) fail to progress due to lack of opportunity, such as chronic absences, truancy, or mobility. As per the Stewart B. McKinney Homeless Assistance Act, evaluations of the strengths and needs of homeless children including needs and eligibility for programs and services should be expedited.