Response to Intervention: is a three-tiered approach to the early identification and support of students with learning needs.
Tier 1: Students learn at roughly grade level or above. Intervention occurs within the regular education setting (80-90% of students)
Tier 2: Students are well behind their peers and require some form of additional intervention. Intervention occurs daily for 20-30 minutes per day in an alternate setting in a smaller group. (5-15% of student)
Tier 3: Students lag 1 or more years behind peers and require intensive individualized intervention. (1-5% of students)
The RTI process begins with universal screening of all children (MAPS Benchmark Assessment Scores) in the general education classroom. Those identified as struggling learners through benchmark assessments, in-class performance, teacher reports, and progress monitoring are provided with interventions at increasing levels of intensity to accelerate their rate of learning.
These services will be provided by Title 1 personnel, who will work with Tier 2 and Tier 3 students anywhere from 20-30 minutes daily during their “Hornet Time”. Initially, instruction will occur outside the regular classroom in a small group setting. The instruction will be determined by the needs of the individual students and agreed upon by both the classroom teacher and Title 1 teacher. In addition, the Title 1 teacher will collaborate with the classroom teacher and then develop a Reading Improvement Plan (RIMP) for each student.
Progress is closely monitored to assess both the learning rate and level of performance of individual students with the DIBELS reading assessments on a bi-weekly basis. The RTI team will meet every five weeks for “RTI check-ins” to determine whether to continue the intervention, change the target of the intervention, or change Tiers. Educational decisions about the intensity and duration of interventions are based on individual student.
If a child fails to respond to the interventions that were being provided at the Tier 2 level over the course of a six to eight week time period, the team could consider moving the child to Tier 3 for more intensive intervention. At this level, students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions could then be referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision.
Myth #1: The outcome of RTI is Special Education Determination.
By providing instruction and interventions, RTI helps teachers determine a child’s instructional needs and intensity of interventions. Special education eligibility can be a product of these efforts, but is NOT the primary goal!
Myth #2: Once a student enters Tiers 2 and 3 of the RTI process, there is no way out.
Response to Interventions is a process that provides specific interventions for each child’s unique learning needs. At any time, a student can transition between the tiers based on their individual needs of support in learning.
Myth #3: Tier 3 interventions are only for special education.
Tier 3 is the most intense level of intervention provided in general education. When it becomes necessary to meet a student’s needs in ways that will exceed the resources in general education, special education services may be warranted. These services would then be delivered in the least restrictive environment appropriate.
What do I do if I believe my child is struggling?
As a parent you play a critical role in supporting what your child is learning in school. Here are 4 tips to remember:
Talk with your child’s teacher.
Review and assist with homework.
Ask for regular progress monitoring reports.
Participate in conferences and meetings.
Please feel free to contact Malvern Elementary School at 330-863-1355 if you have any questions or would like more information about Response to Intervention, and how it applies to your child.