Response to Intervention
Texas Education Agency Response to Intervention (RtI)
Response to Intervention (RtI)
RtI is the practice of meeting the academic and behavioral needs of all students through a variety of services containing the following key elements:
Benefits of RtI
RtI holds the promise of ensuring that all children have access to high quality instruction and that struggling learners, including those with learning disabilities (LD), are identified, supported, and served early and effectively. Driven and documented by reliable data, the implementation of RtI in Texas schools can result in
To ensure that appropriate instruction directly addresses students' academic and behavioral difficulties in the general education setting, a multi-tiered service delivery model is used. Included are layers of increasingly intense intervention responding to student-specific needs.
Tier 1: Teachers use high-quality core class instruction aligned with the Texas Essential Knowledge and Skills (TEKS) in which about 80% or more of the students are successful. This tier is the crucial foundation of the RtI instructional model.
Tier 2: Students are identified for individual or small group intervention in addition to core class instruction. This level includes scientific research-based programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier 1 activities. District-established standard protocol matches appropriate intervention strategies to specific student needs. Tier 2 addresses the needs of approximately 10-15% of the students.
Tier 3: Students who have not responded adequately to Tiers 1 and 2 receive specific, custom-designed individual or small group instruction (designed using a problem-solving model) beyond the instruction in Tier 1. This level of intervention is aimed at those students who have identified difficulties academically or behaviorally. Tier 3 addresses the needs of approximately 5-10% of the students.
TIER 1:
CORE CLASS CURRICULUM
TIER 2:
SMALL GROUP INTERVENTION
TIER 3:
INTENSIVE INTERVENTION
Focus
All students
Identified students with marked difficulties who have not responded to Tier 1 efforts
Identified students with marked difficulties who have not responded to Tier 1 and Tier 2 efforts
Program
Scientific research-based curriculum and instruction
Specialized scientific research-based intervention
Individualized and responsive intervention
Grouping
As needed
Homogeneous small group instruction (1:5-10)
Homogeneous small group instruction (1:3)
Time
*90 minutes per day or more
*20 - 30 minutes per day in small group in addition to 90 minutes of core instruction
*50 minutes per day in individual or small group instruction in addition to 90 minutes of core instruction
Assessment
Universal Screening
at beginning, middle, and end of the academic year (or more often, if appropriate)
Weekly progress monitoring on target skill(s) to ensure adequate progress and learning
Weekly progress monitoring on target skill(s) to ensure adequate progress and learning
Interventionist
General education teacher
Determined by the school (may be classroom teacher, specialized teacher, external interventionist, paraprofessional, etc.)
Determined by the school (may be classroom teacher, specialized teacher, external interventionist, paraprofessional, etc.)
Setting
General education classroom
Appropriate setting in the classroom or outside the classroom designated by the school
Appropriate setting outside the classroom designated by the school