Response to Intervention
Response to Intervention (RtI) is a multi-tiered approach to the early identification and support of students with learning needs in the area of reading. The RtI process in District 27 begins with high-quality instruction and universal screening of all children (K-5) general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to improve their rate of learning. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RtI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
The RtI process is generally defined as a three-tier model of school supports that uses research-based academic interventions. The three-tier model is described below:
Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions
Within Tier 1, all students receive high-quality, scientifically based instruction provided by teachers within the general education classroom. All students are screened three times per year to establish an academic baseline and to identify struggling learners who need additional support in the area of reading. Students identified as being "at risk" through multiple data points (universal screenings, results on state- or district-wide tests, teacher reports, etc.) may receive accommodations during the school day in the regular classroom. During that time, student progress may be monitored using a validated screening system such as a curriculum-based measurement. At the end of a determined period, students showing progress are generally dismissed from the Tier 1 intervention. Students not showing adequate progress are moved to Tier 2.
Tier 2: Targeted Interventions
Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of the intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.
Tier 3: Intensive Interventions
At this level, students receive intensive interventions that target the students' skill deficits. These interventions often are considered to be a replacement curriculum rather than a supplementary one. Students are closely progress monitored and problem solving is done on a regular basis to determine additions and/or changes needed in the intervention.
Students who do not achieve the desired level of progress in response to these 3 tiers of targeted interventions over a period of time, may be referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make eligibility decisions.