AHSD 25 - Response to Intervention

Response to Intervention

Response to Intervention (RtI) is a general education initiative that encompasses District 25’s multi-tiered approach to the identification and support of students with learning, behavior, or emotional needs. The RtI process begins with high-quality instruction and universal screening of all children. Learners who are not meeting district expectations are provided with interventions at increasing levels of intensity to accelerate their rate of learning or improve their social/emotional functioning. These interventions may be provided by a variety of personnel, including general education teachers, special educators, specialists, or other staff in the building. Progress of these interventions is closely monitored to assess 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 or intervention. 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 student outcomes.

For RtI implementation to work, the following essential components must be implemented with fidelity and in a rigorous manner:

High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction, most often in the general education classroom.
Ongoing student assessment. Universal screening and progress monitoring provides information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RtI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum.
Tiered instruction. A multi-tiered approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research based interventions matched to student needs.
Parent involvement. Schools implementing RtI provide parents with 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. In addition, parents may be asked to become partners in designing or implementing interventions for their child.

In each of the buildings, teams of teachers meet during some of the school improvement days and at other times throughout the year to discuss student data, instruction and specific interventions.

In addition, during the summer of 2008, a District RtI Leadership Team was convened to oversee the districts efforts in this important endeavor. The purpose of the leadership team is:

To submit state-required documents such as the district needs assessment and State RtI Plan
To share and unify the district’s efforts regarding RtI
Attend appropriate staff development opportunities
To involve parents more fully in the leadership role of the district
To design appropriate professional development activities regarding RtI
To create district RtI documents and information
To inform the Board of Education about the district’s progress with RtI

Further activities for the district will be forthcoming, including increasing parental awareness and involvement.

Click on the link to the right at the top of the page to see a list of committee members.

More items about RtI are currently under construction. Keep watching this site as they will be posted when finished!

Response to Intervention

Response to Intervention Information: