Disponible en: Español

Response to Intervention (RtI)

RtI (Response to Intervention) is a multi-tiered framework for the early identification and prevention of academic and behavioral decline. It utilizes a combination of universal screening for all students and regular progress monitoring for tiered students to determine whether students are learning and progressing adequately when provided high-quality instruction and interventions.

RtI practices are proactive, incorporating both prevention and intervention, and are effective at all levels from early childhood through high school. Essentially, RtI targets individual student gaps in learning (typically 2-3 grades below grade level) that prevent students from learning on-grade level material.

RtI is a way to:

  • work with students who are having trouble learning
  • accurately monitor individual progress
  • use data to make informed decisions regarding student instruction, and
  • ensure that all students can reach their potential.

Multi-Tiered Intervention Model

Each Tier in the RtI Process represents an increasingly intense level of service associated with learner needs. Tier 1 is the core instructional program provided to ALL students by the general education teacher within the classroom. Tier 1 represents the largest group of students, approximately 80-95%, who are performing adequately within the core curriculum. Tier 2 comprises a smaller group of students, typically 5-15%. These students will need strategic interventions in addition to, and not in place of, Tier 1 classroom instruction. Students should receive core instruction plus 15-45 minutes of supplemental interventions (depending on the grade level) at least 3 days per week. Tier 3 usually comprises 1-5% of students. These students will need intensive interventions, and if progress is not made at Tier 3, then these students may be recommended for further testing (504, Dyslexia, Psychological, Special Education, etc).

Major Components of the RtI Process / Instructional Model

These components represent systems that must be in place to ensure effective implementation of the RtI Process and establish a framework to guide and define the practice.

  • High quality, research-based instruction and behavioral support in general education.
  • Universal screening (school-wide or district-wide) of academics and behavior in order to determine which students need closer monitoring or additional interventions.
    • Universal screening is an assessment process used with all students within a given grade, school, or district for the purposes of identifying or predicting students who may be at risk academically. Screenings are administered at a minimum of three times per year; beginning of year (BOY), middle of year (MOY), and end of year (EOY).Date windows for universal screening are as follows:
      • Fall (BOY) – Completed by the 4th week of the school year
      • Winter (MOY) – Completed by the 4th week of the second semester
      • Spring (EOY) – Completed 4 weeks before the end of the school year
  • Multiple tiers of increasingly intense scientific, research-based interventions that are matched to student need.
  • Use of a collaborative approach by school staff for development, implementation, and monitoring of the intervention process.
  • Progress monitoring – Continuous monitoring of student progress during the interventions.
    • Progress Monitoring is an assessment process that entails the collection and analysis of student data to evaluate academic progress on specific skills. Data collected through progress monitoring will inform the decision making team (MTSS – Multi-Tier Support System) whether change in the instruction or goals are needed. Various curriculum-based measurements and useful tools will be used for monitoring students’ progress.
  • Follow-up measures providing information that the intervention was implemented as intended and with appropriate consistency.
  • Documentation of parent involvement throughout the process. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction and the academic or behavioral goals for their child.

Frequently Asked Questions (FAQs)

Will RtI be used in my child’s school?

Yes. The Response to Intervention approach will be used in all Aldine ISD schools from Pre-K to 8th grade.

Who benefits from RtI?

All students benefit from RtI. RtI focuses on high-quality instruction for ALL students. All students’ performance and progress will be evaluated several times a year through universal screening. Students will then be identified by teachers and/or school personnel to receive supplemental instruction to help fill in the learning gaps of students.

How do I know if my child is at-risk and receiving intervention?

The school will inform you if your child is identified as at-risk student and is receiving intervention. Parent letters will be sent by each campus at the beginning of the school year and throughout the school year, if changes are made in the Tier placement by the school’s Multi-Tier Support System (MTSS).

How do I know if RtI is helping my child?

Every two to three weeks your child will be assessed to measure progress. The teacher uses this information to make sure the intervention is working. Be sure and make an appointment with your child’s teacher and meet with him or her to learn how your child’s needs are being met.

What if RtI doesn’t work for my child?

Sometimes an at-risk student does not make enough progress in the intervention. Based on the teacher’s progress monitoring data, he or she will modify or try a different strategy. The student’s progress will be checked again after the change has been made. If the change is still unsuccessful, the teacher may collaborate with other teachers for ideas on how to help the student learn/master the skill. If the student continues to struggle with learning, the MTSS team will meet to determine what is needed. You are welcome to attend these meetings.

My child needs intervention, and it is provided during the school day. Will my child miss important content-area instruction?

All students get daily content-area instruction. The interventions provided to a struggling student are supplemental to the core classroom instruction for students in Tier 2 and Tier 3. Students receiving interventions will not miss regular classroom instruction, but instead receive additional help, in addition to the core curriculum.

What does it mean if my child does not make enough progress to close his/her learning gap?

RtI focuses on closing a student’s learning gap. Teachers constantly and consistently monitor student progress to measure the rates of learning of a specific skill/concept. Students that are learning quicker may no longer need intervention. However, if progress is not being made and a student’s needs are not being met in RtI, he/she may need other services.

If my child receives RtI support, does this mean that he/she won’t need special education later?

Not necessarily. RtI is designed to prevent learning difficulties and close a student’s learning gap. Intervention works for many students, but may not work for others. These students will be considered by the Multi-Tier Support System (MTSS) at your child’s school for specific evaluations or referrals to other specialized programs (504, Dyslexia, Psychological, Special Education, etc.)

What is my role as a parent?

Your role is to support your child and to help your child be successful! You can do this in many ways. Monitor your child’s learning. Ask your child to tell you what he or she is learning and to show you examples of work. Read to your child, and ask your child to read to you. When your child has homework, be nearby. Review your child’s work for help with practice, and give feedback. Ask your child’s teacher how you can help at home. If your child is at-risk and receiving intervention, find out how you can lend support. Finally, be positive and celebrate successes.

 I want to learn more about RtI. What are some websites I can visit?

For more information, visit these websites:

LaKesha Pollard
[email protected]
281.985.2192

Secretary:
Marilu Cortez
281.985.6433

9999 Veterans Memorial Dr.
Houston, Texas 77038