RtII

Response to Intervention and Instruction

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A multi-step approach to helping

every student succeed!

 

Response to Intervention and Instruction is a general educational model targeting ALL students in our school.

 

 The purpose of RtII is to prevent students from developing more serious academic problems by providing individualized help that has been researched and proven to be effective.

 All students receive high quality instruction in reading and math.  Struggling students receive additional and more intensive intervention.

 The earlier we catch potential problems, the better chance students have to be successful!

***All students take a benchmark assessment of their

abilities in reading and math 4 times a year.

TIER 1: Screening and Group Intervention

w Students scoring at or above the desired level continue to receive instruction in the core research-based program that all students receive.

w Students scoring below the desired level on benchmark assessments will receive additional help in class or small groups. 

w Progress is measured through tests such as universal screenings and 4-Sight Assessments.

w If adequate progress is not made, students may be moved into a more intensive tier for additional instruction. 

TIER 2: Strategic Interventions  

w Students who are falling behind on essential grade-level skills and require additional instruction.

w Interventions at this level usually occur in small groups.

 w Interventions are research-based and more intensive than in Tier 1.

w The students will receive the additional support in an alternate day extension classroom.

w Progress is measured more frequently than in Tier 1.

w If adequate progress is made, the student may be moved back to Tier 1.

w If adequate progress is not made, students may be moved to Tier 3.

TIER 3: Intensive Interventions

w Students who have not mastered grade-level skills and require more intensive  support than is provided in Tier 1 and Tier 2.

w Interventions at this level usually occur in small groups.

w Interventions are research-based and more intensive than in Tier 2.

w Progress is measured more frequently than in Tier 2.

w If adequate progress is made, the student may be moved to a less intensive Tier.

w If adequate progress is not made, non IEP students may be referred for a thorough evaluation to explore the possibility of learning related problems and to determine if special education services are necessary.