Response to Intervention (RTI) is a three-tiered approach to assist struggling learners by providing research-based strategies to accelerate their learning in order to close their learning gap. Tier 1 is the core instruction in the classroom. This must be effective in order for interventions to be beneficial. Tier 2 is small group interventions where again research or evidence-based strategies are used- in addition to the core instruction- as an attempt to catch the student up. Tier 3 would be necessary in cases where small group interventions were unsuccessful and one-on-one instruction is implemented, and could be performed by a Special Needs teacher. Throughout this process, the student’s progress is closely monitored and documented to determine their ‘response to the intervention” (hence the term RTI). If these tiers are exhausted and the students has not shown progress, the Child Study Team may be contacted to evaluate the student for possible learning disabilities. This process was created to be the first line of action to attempt to help the child before simply moving right to evaluation. In this way, the overclassification of children unnecessarily would be decreased.
The purpose of this blog is to share procedures and strategies teachers can implement in daily instruction in order to raise the achievement of struggling learners- whether or not your school has a viable RTI Program. The strategies will be evidence-based and easy to implement. The hope is to offer teachers a new view on teaching that is students focused and adaptive to individual student needs. Also, in order to achieve the end goal of RTI, the strategies may lessen the classification of low-achieving students by meeting their needs in a scientific and structured way.