Response to Intervention (RtI) Parent Information Guide

Response to Intervention or RtI is a school-wide system designed to provide high quality, evidenced-based instruction to all students. Through the RtI process student progress is monitored at least three times a year to help determine whether all students are learning and progressing. RtI addresses academic, social, emotional, or behavioral concerns by providing support through a three-tiered system.

Tier I, which is the foundation of instruction, provides core instruction that all students receive in their general education classrooms. Teachers may differentiate instructional methods and materials to meet individual student needs at Tier I. School-wide screening through MAP testing is used to monitor student progress three times a year at Tier I.

At Tier II, in addition to Tier I core instruction, supplemental interventions, such as

Reading Room, are provided in small groups both within and outside of the general education classroom for students whose progress is falling below grade level expectations. Tier II interventions typically involve additional skill practice in reading, math, and/or behavioral supports. Individual student progress is monitored twice monthly at Tier II.  

At Tier III the level of intensity of intervention is increased through smaller group sizes or individual instruction and increased intervention time within and outside of the general education classroom. Tier III interventions are tailored to specific student needs as identified through the problem-solving process and utilize instructional materials or behavioral strategies targeted to individual student needs. Progress monitoring occurs each week for students at Tier III.

Through the Tier III problem-solving process areas of concern as well as student strengths are identified. Vision, hearing, health history, academic history, and behavior are reviewed to identify learning or behavioral needs of the student. Diagnostic assessment, observations, and parent and teacher interviews may be utilized to help determine specific areas of need.  Once student information is collected, a Tier III problem-solving team meeting is scheduled to discuss student needs. The Tier III problem-solving team typically consists of the student’s parent(s) or guardian(s), classroom teacher, principal, grade level special education teacher, school psychologist, and other school staff members as needed.

At the meeting information will be shared to define the areas of concern and parent and teacher expectations will be identified. The team will determine appropriate interventions to target the identified area or areas of need, how often the interventions will be provided each week, and who will provide the interventions. In addition, the team will set goals for success, identify appropriate ways to monitor the success of interventions, and determine who will be responsible for monitoring student progress. A follow-up meeting will be scheduled to review student progress within 4- to 6-weeks.

At the follow-up meeting student progress will be reviewed to determine if progress goals have been met.  Based on student progress the team may decide to continue the intervention plan, modify the plan, try a different intervention, or discontinue the Tier III process and return to Tier II. Goals will be updated to reflect current student progress.

If over time the problem-solving team determines that interventions have not been successful or that student progress is dependent on the continuation of interventions, the team may decide to consider the possible need for special education services. If special education services are to be considered written parental consent will be obtained and information regarding special education rights and procedures will be provided. In addition an evaluation plan will be made to review information that has already been gathered and to decide whether any additional information is needed. A meeting will be scheduled to determine if special education services are appropriate and, if so, what specific services should be provided.

 

RtI internet resources for parents and educators:

Center on Response to Intervention www.rti4success.org

Illinois State Board of Education www.isbe.net/RtI_plan/pdf/parent-guide09.pdf

National Association of School Psychologists www.nasponline.org/resources/factsheets/rtiprimer.aspx

RTI Action Network www.rtinetwork.org