RESPONSE TO INTERVENTION (RtI)

Response to Intervention Definition

RtI is a process which includes the provision of systemic, research-based instruction and interventions to struggling learners.  It assumes that the instruction/interventions are matched to student needs and that the monitoring of progress is continuous.  RtI is designed as an early intervention to prevent long-term academic failure.  The Anna ISD Response to Intervention (RtI) process is a four-tiered process.  The RtI Team consists of classroom teachers, instructional specialist and administrative representatives.

What are the Major Components of RtI

Data-Based Decision Making - Critical educational decisions are based on assessment results. Data will be carefully analyzed to determine why academic or behavioral problems exist.

Universal Screening - Universal screenings are assessments administered to all students to determine as early as possible which students are at risk or not meeting academic benchmarks.

Tiered Model of Delivery - The RtI process incorporates a tiered model of delivery of instruction. The tiers reflect increasing levels of intense interventions to meet the individual needs of students.

Progress Monitoring - Progress monitoring is a scientifically research-based practice that shows data about student growth over time. Progress monitoring will be used to determine the effectiveness of instruction and/or interventions.

Fidelity of Implementation - Fidelity of implementation is the delivery of instruction in the way in which it was designed to be delivered. Fidelity must also address the integrity with which screening and progress monitoring procedures are completed.

Implementation of RtI Plans Overview

The primary focus of the Response to Intervention Process is the identification and consideration of educational opportunities in the general classroom setting which may resolve student's academic, social, emotional, communication or behavioral problem(s).

The Response to Intervention Process is a multi-phased model based on the dual criteria of significantly low achievement and insufficient Response to Intervention. The model ensures students with specific needs will receive support in general education in a timely manner.  Support services require collaboration with campus personnel such as Counselors, Intervention Teachers, Dyslexia Teachers, and other available campus supports.