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over 2 years ago

Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. 

For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:

  • High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.

  • Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.

  • Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.

  • Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.

District 206 Vision for RTI Plan:
To provide a district wide process that provides prevention, early intervention services and appropriate instructional programming to ensure academic progress and success for all students. The district wide process will include frequent and repeated assessment of student performance, data based decision making, and the use of multi tiered, research based intervention.

District 206 Mission Statement for RTI Plan:
Through the RTI model developed the Bloom Township RTI team, District 206 will provide high-quality instruction and appropriate academic and behavioral interventions to meet the needs of each individual student. Teachers and support staff will monitor the rate at which students learn and the level at which they perform. Teachers and support staff will use student performance data to make decisions about instruction, goals, eligibility for special education programs and services, and other critical educational decisions across general, remedial, and special education.

RTI General Goals:

  • Break the failure cycle
  • Give parents and students hope
  • Support teachers
  • Streamline communication
  • All stakeholders remain committed to this goal
  • Decrease number of special education referrals

RTI Academic Goals:

  • Increase the number of students that meet or exceed the PSAE learning standards
  • Increase student performance on local assessments
  • Increase graduation rate
  • Increase the number of students who attend post-secondary educational institutions
  • Decrease number of failures per class
  • Decrease the dropout rate

RTI Behavioral Goals:

  • Increase on task behavior
  • Decrease the number of behavior referrals
  • Decrease the number of suspensions

RTI Attendace Goals:

  • Increase the rate of student attendance
  • Decrease number of tardies
  • Decrease the number unexcused absences
  • Decrease the number of truancies

RtI and the Law 
NCLB 2001

  • According to NCLB 2001 scientific based research involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs.
  • Provides evidence that the program or curriculum pan is effective
  • Used in Reading First, IDEA 2004, and NCLB
  • Draws on research, data, and observations to make decisions
  • Has been accepted by a peer-reviewed journal or approved by a a panel of experts through scientific review
  • Strong evidence to support this comes from studies which use control groups to examine impact on student achievement