What is RtI?

Response to Instruction (RtI) model calls for frequent assessment of student progress as a measure of effective teaching.  Through ongoing assessment and observation each teacher can determine what materials and approach work best for each learner.  Assessment is frequent and the teacher can quickly adjust if current  practices fail to yield acceptable academic results.  The focus of RtI centers on students receiving the instruction that they need to ensure academic progress and promotes early identification of students who may be at risk for learning difficulties. 

Universal Screenings:

All students in grades K-4 are screened three times a year, in September, January, and May, in essential areas of literacy to determine individual and group performance on specific skills. 

Screenings are 1 to 3 minutes, which assess  reading indicators for success.  Results of the screenings are  reviewed by the classroom teacher and Support Teams to inform instruction. 

Progress Monitoring:

Students who do not meet the universal screening benchmark will have their progress monitored frequently.   This assessment information will continue to inform instruction throughout the school year.

The 3 Tier Model    

Tier I:

All students receive research-based instruction in literacy areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.   They are screened three times a year for literacy progress.

Tier II:

Students that are below the 25th percentile based on national norms are considered for targeted interventions.  Interventions are provided as additional instruction in targeted areas and typically in small group settings.  Progress monitoring is ongoing and used to track the student's response to instruction.  Data-based decision making regarding the student's Tier II intervention continues to inform instruction.

Tier III:

Some students do not adequately respond to the targeted interventions in Tier II.   Students would be considered for eligibility as a student with a learning disability in special education.  Additional testing may be warranted and if eligible under the Individuals with Disabilities Education Act (IDEA) students would receive individualized, intensive interventions targeted to their skill deficits.