Response to Intervention

Response to Intervention (RtI) is a national and state educational initiative designed to provide effective instruction for all students. Three tiers of research-based instruction are used along with screening assessments, progress monitoring, data-analysis, and problem solving to intervene as quickly as possible when students need more instruction.

Tier 3: Individualized plan for students who continue to demonstrate more intense needs.

Tier 2: Additional instruction for those needing supplementary support.

Tier 1: Core curriculum, which addresses the needs of most (80% or more) students.

At its foundation, RtI includes measuring the performance of all students, and basing educational decisions regarding curriculum, instruction, and intervention intensity on each student’s response to an intervention. The goal and expected benefits of RtI include optimizing the learning of all students, preventing academic failure, and minimizing the need for special education labeling.

RtI Information


 

District 29 RtI Leadership at Auburn Sr. High School
Response to Intervention is supported at the administrative level by principals, special education coordinator, curriculum director, and superintendent. In addition, RtI teams at each building include classroom teachers, school counselors, and parents. Tier I and II team meetings, held during Professional Learning Community (PLC) times, review and analyze student data, identify interventions, and evaluate intervention effectiveness. Tier III team meetings discern interventions for students who may need a more intense level of instruction. Tier III team meetings may result in referral for an evaluation to determine eligibility for special education services.  If you would like to visit about specific building level implementation of RtI, please contact your building principal.

RtI Implementation Process
Response to Intervention (RtI) is implemented differently at each building. At the high school level, the process focuses primarily upon student behaviors that often impact learning (e.g. classroom attendance, assignment completion, class participation, social interaction and grades.) In an effort to implement a plan to support positive behavior,  District 29 Middle and High Schools (grades 6-12) educators applied and  received a grant for  Positive Behavior Intervention Supports (PBiS) training, a program grounded in core classroom management strategies and teacher-student relationships.PBiS requires staff members to  establish school-wide rules and expectations. The entire staff is then trained how to implement and reinforce the rules. Progress is monitored by collecting the number of referrals that occur over a set period of time.  Teams of teachers called Professional Learning Community (PLC) then analyze the referral data in order to identify the actions that are working and some that do not. PLC members then begin to identify interventions for identified problem situations.  Teachers also contact parents to gather input, explain the process, and gain support for going forward in order to create an environment that is embedded with positive behaviors.

District 29 is in the early stages of understanding how Response to Intervention processes can be utilized to maximize student achievement and success. Staff development and planning will be ongoing for many years to implement and refine the RtI process