Response to Intervention (RTI)

This is just one model of intervention that happens every day in our schools. It is also referred to as Mass Tiered System of Support, for those of you in Massachusetts.

What is it?

It is a multi-tiered approach to teaching that provides each student with services, support and interventions so that they can understand what is being taught. You might have heard the words “access the curriculum”. Well this is one way that students can access or understand the curriculum. This is my (and many other teachers) whole belief system in teaching. If the child does not understand WHAT we are teaching them, then we, as adults, need to change HOW we are teaching them.

Tier 1

This is teaching that exists in the general education classroom. It is teaching the whole class, based on evidence based practice. It involves differentiated instruction using many modalities. Meaning the general education classroom teacher introduces the skill in many ways and asks the students to show their knowledge in many different ways. Sharing or writing their ideas, building a model or maybe even using technology to show their understanding. This tier includes constantly reflecting as a teacher, reviewing data and assessments for everyone. Teachers are sharing their findings with parents through progress reports, report cards, assessment (test) results, emails and/or phone calls.

Tier 2

When students are “just not getting it”, good teachers ask for help. There are specialists in the school that have additional training and sometimes just more time to spend on teaching a student a skill. The student is still in general education, just receiving extra help, services,  involving more intensive, relative, short-term interventions. Progress monitoring happens, meaning that data is collected to see if this short term services are helping. Teachers are sharing their findings with parents through progress reports, report cards, assessment (test) results, emails and/or phone calls.

Tier 3

When the student continues to struggle and additional services are needed. Long-term interventions MAY lead to receiving special education services. Teachers are sharing their findings with parents through progress reports, report cards, assessment (test) results, emails and/or phone calls. The interdisciplinary team, the teacher OR the parents can request a referral for evaluation for special education services at this time. Basically, when teachers have tried many different strategies, given it time to work and the student is just not making progress. Data has been collected along the way to support all this hard work. Then, yes, let’s evaluate the child to see if there is a learning disability that needs to be identified.

                                         Response to Intervention  (RTI)

Thank you for taking the time to read my blog and Facebook post. I would love to hear from you. Please feel to leave a comment or ask questions. Also, please feel free to “like” and share my Facebook page, Who’s Learning Now, LLC.

Always learning,

Debbie