Response to Intervention (RtI) is a Tiered Approach to Instructing All Students
Response to Intervention (RtI) offers students multiple levels, or tiers, of evidence-based
instruction and interventions. At each tier in the framework, students
receive effective, differentiated instruction. The intensity of
instruction at each tier will vary depending on students' learning
Every school in the Holden R-III School District has RtI structured into each day. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists.
Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and amount of time spent in interventions are based on individual student growth. This growth allows flexibility for students to move between tiers. 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 data.
How does RtI work?
Tier 1 – All students receive high-quality, research-based instruction in the general education classroom. The classroom instruction is enhanced by providing staff with training on effective teaching practices.
Tier 2 – Assessments are given to all students to determine need for placement. Students either receive enrichment opportunities or additional targeted interventions.
Enrichment Opportunities – Students making adequate progress in Tier 1 experience additional learning opportunities beyond the regular course work.
Targeted Interventions – Students not making adequate progress in Tier 1 are provided more specific instruction based on their need in a small group setting. Individual progress is monitored on a regular basis.
Tier 3 – Students receive interventions provided in small groups or individually for those students who do not adequately respond to the targeted services and interventions provided in Tier 2.