Response to Intervention (RTI)
The Bardstown City Schools uses a Response to Intervention approach when identifying students who may be at risk for a learning or behavior disability. Response to Intervention (RTI)is a multi-level prevention system to maximize student achievement and to reduce behavior problems.
Through this process, ongoing data collection is used to recognize students with learning disabilities much earlier than in the past. This allows students to be provided with the help they need before further learning disabilities develop.
“Response to intervention (RTI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities” (National Center on Response to Intervention).
Typically, these requirements and components will be found in a strong RTI model:
- universal screening
- measurable definition of problem area
- baseline data prior to an intervention
- establishment of a written plan detailing accountability
- progress monitoring
- comparison of pre-intervention data to post-intervention data for efficacy
From the Kentucky Department of Education
RTI is usually thought of as amulti-tiered model. In Tier 1, all students receive highly effective, scientifically based, developmentally appropriate academic and behavior instruction within the general education classroom or the core instruction. All students are screened periodically during the school year to identify those who need instructional and behavioral support through interventions. General education staff conducts academic and behavior screenings. If screening results indicate students are not meeting standards, those students receive appropriate interventions in the classroom differentiated to meet their needs. Monitoring of student progress and program fidelity continues. If monitoring of student progress indicates that classroom interventions are not successful, those students identified as not meeting academic or behavior standards are recommended for Tier 2.
In addition to the core instruction in Tier 1, Tier 2 provides interventions for students not making adequate progress in the core curriculum. Students in Tier 2 receive increasingly intensive academic and/or behavior instruction matched to their needs, based on results of continuous progress monitoring. Instruction in Tier 2 typically involves small groups of students focused on the targeted area/s of deficit. The identified frequency and duration of the intervention needed usually determines if the student remains in Tier 2, moves to Tier 3 or returns to Tier 1.
If the student moves to Tier 3, the interventions are more intensive to target the student’s academic or behavioral skill deficits for remediation of existing problems, and the student’s progress is monitored more frequently. Core academic and behavior instruction continues for students receiving Tier 3 interventions(www.education.ky.gov).
For more in formation on RTI and the Kentucky System of Interventions (KSI), please visit the Kentucky Department of Education's "Kentucky Systems of Interventions" webpage.
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