Introduction to RTI
Children learn and grow in different ways. Some children need more support or supervision than others. A major concern for parents, as well as teachers, is how to help children who are experiencing difficulty in school. Everyone wants to see a child succeed, and it can be very frustrating when a child falls behind or experiences social emotional difficulties.
Four critical questions drive the work of DPS 109 staff members:
- What is it we want our students to know and be able to do?
- How will we know if they have learned it?
- What do we do if they have not learned it?
- What do we do if they have already learned it?
The District uses a problem solving model called Response to Intervention (RtI) to address the third critical question by identifying the needs of students who are struggling and providing an early intervention to prevent long-term difficulties.
What is Response to Intervention?
The Response to Intervention (RtI) framework uses data to establish the nature and degree of assistance a general education student may need, and then applies research-based interventions to target those areas. Monitoring progress of the interventions includes collection of at least 4-6 data points of information to assess student learning and growth. The timeline of data collection will be dependent on student needs and the intervention in place. This systematic form of data-driven decision-making establishes multiple tiers of interventions for varying degrees of educational difficulties.
Rtl is implemented as a three-tiered approach to support student learning and social/emotional progress. Tier I typically ensures the success of approximately 85% of the student population. Students whose data indicate a higher level of need or students who are not responsive to Tier I interventions may receive Tier Il intervention services. Tier II services are inclusive of all of the supports at Tier I; additionally, students are provided with targeted small group instruction. Tier II supports are intended for students who require further intensity or targeted supplemental instruction. Typically, Tier II meets the needs of 10-15% of the student population. A small percentage of students, approximately 1-5% of the student population, may qualify for Tier III interventions. This tier provides an intensive level of frequent, individualized support outside the general education classroom. Each student continues in the tiered Intervention until the RtI team, using student data, determines it is no longer necessary regardless of whether the student changes grades or buildings.
Tier II and Tier III interventions in the elementary and the middle school take place during the school day. Tier II interventions can be delivered as pull-out or push-in services. Pull-out services means that the child will be pulled from general education. In the elementary school, the intervention is scheduled to minimize the impact on general education instruction. In the middle school, the intervention takes place during encore 2-5 days per week, depending on the level of intensity of the intervention. Push-in services means that the interventionist will work with the classroom teachers to provided support within the classroom setting.