Response to Intervention (RtI)
Response to Intervention is a multi-tiered system of supports for students with learning and behavior needs. Intervention begins with high-quality instruction in the general education classroom (Tier 1). This instruction is research-based and of sufficient quality that a large majority of students have their needs met. Students who are not responding to Tier 1 instruction are considered for additional supports by implementing a problem-solving process that consists of:
All students participate in a universal screener that shows and tracks instructional progress. Students who do not meet expected benchmarks on the universal screener are considered for instructional interventions of increasing intensity. The learning rate and level of performance are carefully monitored for each student. A school-based RtI team makes educational decisions about the intensity and duration of interventions.
Universal Screeners used in MCPS:
- PALS K-2
- Virginia Kindergarten Readiness Program (VKRP) Assessment
- i-Ready grades K-8 (Reading and Math)
- SOL scores, grades, attendance, earned credits
Other assessments that may be used for data collection:
- Phonological Awareness Literacy Screening (PALS)
- Standards of Learning (SOL) assessments
- Assessing Comprehension and Communication in English State-by-State (ACCESS) for English Language Learners (ELL) assessments
- Classroom-based assessments/unit assessments
- Student Growth Assessment (SGA)
Tiered system of supports
RtI consists of three tiers:
- Tier 1: Consists of the core curriculum instruction for all students, including regrouping, re-teaching and differentiation. This tier is the primary time for reading and math instruction in the general education classroom. Teachers routinely address student needs and environmental factors to create the optimal learning environment for students.
- Tier 2: Provides supplemental instruction in addition to Tier 1 in a small group with targeted instruction for specific students identified as part of the universal screening process. During the intervention, the teacher uses specific research-based practices to address the group’s needs while keeping a clear focus on the SOLs, grade level expectations in the content areas, and transfer of learning to the general classroom. Progress monitoring is used to adjust instruction and determine when a student reaches his/her learning target. Progress monitoring assessments are typically completed at least every three weeks for grades K-8. At this tier, the students are receiving more time (typically at least three times a week) of the targeted intervention in addition to Tier 1 instruction.
- Tier 3: Provides intensive/individualized instruction (in addition to Tier 1) in a small group with targeted instruction for specific students identified as part of the universal screening process. At this tier, the students are receiving more time (typically on a daily basis) of the targeted intervention in addition to Tier 1 instruction.
This is a process of assessing and montoring progress students are making in response to the instruction of the student's tier level.