Response to Intervention
What is it?
- A process for identifying student needs, matching research based interventions to those specific needs, and monitoring whether or not the student’s performance improves in response to intervention.
- A method of improving instruction by identifying students who need early intervention for academics or behavior, matching interventions to the specific needs of struggling students, and documenting student response data.
What are the core assumptions of RtI?
- Most academic and behavior problems are not the result of a “within child” deficit.
- Most academic problems are the result of external factors and instruction that does not match the student’s strengths and needs.
- Special education is not the answer for most struggling learners.
- General education teachers are the staff most qualified to meet the needs of most struggling learners.
- If the student does not respond to one intervention, instruction in general education is changed until the student does respond.
- It includes progress monitoring, data-based decision making and fidelity monitoring.
Response to Intervention is NOT…
- A way to get more students into special education programs.
- A way to get students into special education program earlier.
- A “special education pre-referral” process.
What are the basic components of RtI Models?
- Multiple tiers of increasingly intense interventions.
- High quality, research based instruction.
- A universal screening process.
- Research-based interventions.
Where can I find help?
- www.nrcld.org
- www.interventioncentral.org
- www.progressmonitoring.net
- www.dibels.uoregon.edu
- www.whatworks.org
- www.everythingESL.net
- www.centeroninstruction.org
- www.k8accesscenter.org
- www.fcrr.org
- Also, talk with your principal, campus strategist, special education support team or special education director.