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Response to Intervention

                                   Response to Instruction/Intervention is:

A national practice of providing high quality instruction and interventions matched to student need, monitoring process frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.

Understanding RtI

The RtI process has three tiers that build upon one another.  Each tier provides more support.  Tier 1 includes high quality instruction.  The school provides all students with access to high quality curriculum, instruction, and behavior support in the classroom.

Tier 2 includes additional targeted, supplemental instruction/intervention.  The school provides intervention to small groups of students who need more support than they are already receiving.  Tier 3 includes intensive intervention.  The school develops and implements interventions to meet the individual needs of students.  A child’s progress is monitored and results are used to make decisions about additional instruction and intervention.


Selected Intervention

Intensive Intervention

For more information about RtI in Wisconsin, information can be accessed at:

http://www.wisconsinrticenter.org/

or 

http://www.wisconsinrticenter.org/parents-and-family.html





Multi-level System of Support

Factors, such as meaningful family and community involvement and data-based decision-making enhance a multi-level system of support.

Within a RtI system, educators follow student assessments with collaboration. Working together, they look at each student individually and as part of the class and grade to determine intervention need.  Students may experience one of the following, depending on their assessment:

Below benchmarks: If a student has scored below benchmarks in relation to peers and expectations, an intervention will be designed based on student needs. Additional or varied instruction may be used in order to help the student meet benchmarks. Periodic assessments will then be taken to assess student growth and further need for intervention.

Meeting benchmarks:  If a student has met predetermined benchmarks, he or she will continue to experience quality instruction in the classroom and differentiation based on learning style and past academic performance. Participation in regularly scheduled screening processes and assessment continues at regular intervals.

Above benchmarks:  If a student has surpassed benchmarks, an academic challenge is designed based on student needs, parent/guardian input and teacher recommendations. This may include additional or varied instruction to further challenge the student to move to the next level.  Assessments continue at regular intervals to assess student growth and the need for further challenges.