Response+To+Intervention

Response to Intervention

 * Definition:**

The RtI model is a multi-tiered approach to providing high quality instruction and intervention matched to student needs, using learning rate over time and level of performance to inform instructional decisions. RtI involves the systematic use of assessment data to most efficiently allocate resources in order to improve learning for all students.
 * Multiple tiers of evidence-based instruction service delivery
 * A problem-solving method designed to inform the development of interventions.
 * An integrated data collection/assessment system to inform decisions at each tier of service delivery.

WHAT DOES RTI LOOK LIKE?


 * Three Tier Model**

Within an RtI framework, resources are allocated in direct proportion to student needs. This framework is depicted as a three-tier model that uses increasingly more intense instruction and interventions. Data collected at each tier are used to measure the efficacy of the interventions so that meaningful decisions can be made about which instruction and interventions should be maintained and layered.

ACADEMIC and BEHAVIOR SYSTEMS The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.
 * Tier 3: Intensive, Individualized Interventions & Supports.**

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.
 * Tier 2: Targeted, Supplemental Interventions & Supports.**

General academic and behavior instruction and support provided to all students in all settings.
 * Tier 1: Core, Universal Instruction & Supports.**


 * WHAT DO I DO IF I BELIEVE MY CHILD IS STRUGGLING?**

• Talk with your child’s teacher. • Review and assist with homework assignments. • Ask for regular progress monitoring reports. • Celebrate your child’s successes. • Learn more about the curriculum, assessments, and interventions being used in your child’s school. • Participate in conferences and other meetings about your child. • Make a list of specific questions to ask during conferences (e.g., What is working? or What additional supports may be needed?).


 * MY CHILD NEEDS HELP IN SCHOOL. I WONDER IF MY CHILD HAS A DISABILITY?**

Sometimes teachers or parents believe that getting a label through a special education evaluation is the only way to help a child, when, in fact, finding out what instruction works best for your child is the key to helping him or her have a successful school experience. Schools have a responsibility to provide effective instruction and behavioral supports to all students. When a student needs more help, a team of people use a problem-solving process to find ways to improve learning. The team may include teachers, administrators,, and other types of specialists who may be able to help find solutions. Parents are also part of the problem-solving team and are encouraged to work with the school to help find solutions.

During the problem-solving process, assessments are used to help the team find out what works best. The most important goal of any type of assessment is to help the school know how to better help your child. If a team loses sight of that goal and begins to focus on how to "get a label," then decisions are made based on the assumption that a special education label alone will show what type of help your child needs. If this assumption is made, then the team loses focus on achieving the shared goal: finding out what instruction your child responds positively to and then taking responsibility for providing that level of instruction for as long as your child needs it. The approach to helping students is usually referred to as response to instruction/intervention or RTI.


 * PROBLEM-SOLVING PROCESS: **

Across the tiers, the problem-solving method is used to match instructional resources to educational need. The problem-solving method is as follows:
 * 1) **Define** the problem by determining the discrepancy between what is expected and what is occurring. Ask, “What’s the problem?”
 * 2) **Analyze** the problem using data to determine why the discrepancy is occurring. Ask, “Why is it taking place?”
 * 3) Establish a student performance goal, develop an intervention plan to address the goal, and delineate how the student’s progress will be monitored and **implementation** integrity will be ensured. Ask, “What are we going to do about it?”
 * 4) Use progress monitoring data to **evaluate** the effectiveness of the intervention plan based on the student’s response to the intervention. Ask, “Is it working?” If not, how will the intervention plan be adjusted to better support the student’s progress?

Information taken from: www.florida-rti.org