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Academic Support

RTI: Response to Intervention

 

Response to Intervention refers to the student’s growth in response to strategies (or interventions) implemented to help students who are not progressing at an adequate rate. 
 
The RTI model is a system for precise, frequent monitoring of student growth towards academic proficiency.  The model entails 1) frequent collection of data on the effectiveness of instruction for meeting clearly-defined standards, 2) the use of research-based instructional practices, 3) altering interventions when they are ineffective, and 4) the maintenance of complete written records of the process.  RTI is a focused research-based model of support and intervention.
 
There are three levels, or tiers, of intervention in the RTI model.  The students must begin with Tier I interventions and only move on to the next level if they are not making adequate progress after a designated amount of time.  Tier I encompasses all strategies that may be applied in the classroom by the classroom teacher, enabling  80%-90% of the students to learn well.  If a child is not learning adequately with Tier I interventions, he will move to Tier II.
 
Tier II intervention is small group instruction (up to 8 students) by the classroom teacher or a specialist to address a targeted weakness.  This intervention may take place in or out of the classroom, and is typically offered 2 times per week for 30 minutes each session.  This intervention addresses the needs of 5%-10% of the students. For students not learning adequately on Tier II, they will receive Tier III interventions. 
 
Tier III intervention is intensive, individual instruction by a specialist for two 30-minute sessions daily for 9-12 weeks.  This instruction takes place at a time other than when the class is doing reading or math, so that the student receives additional instructional time.  This intervention addresses the needs of 1%-5% of the students. 
 
A model to assess, intervene and monitor student growth, such as RTI, is mandated by federal and state laws.  This is the result of too many children qualifying for Special Education when what they needed were strategies to use in the classroom or alternative instruction methods- in regular education- in order to learn successfully.
 
 

Copyright©  Weston Public Schools
24 School Road     Weston, Connecticut 06883
Phone: 203-221-6550     Fax: 203-221-1253
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