Response to Intervention is the data-based approach to instructional decision making, which also attempts to improve on traditional discrepancy and exclusionary methods of identifying students for specialized supports. RtI gives the school community the ability to implement not only interventions for academics but for behavioral issues as well. The adoption of a RtI approach highlights the interconnectedness between academic and social behavior outcomes and instruction (Sadler & Sugai, 2009).
Essential components
Multi-level Prevention System
Universal Screening
Progress Monitoring
Data-Based Decision Making
Multi-level Prevention System
Universal Screening
Progress Monitoring
Data-Based Decision Making
Tier I
high quality core instruction refers to high-quality, research-based and systematic instruction in a challenging curriculum in general education. Tier I behavioral supports are supports that are provided to all students; these are school wide interventions. |
Tier II
high-quality targeted supplemental instruction, which includes targeted and focused interventions to supplement core instruction. These are for students within the 10-20% bracket who need supplemental but do not qualify for intensive interventions. These are the students who just need a little assistance remediating their behaviors and who continue to experience emotional and behavioral problems, who have not responded to tier I interventions. |
Tier III
high-quality intensive intervention comprises of more specialized interventions to meet significant needs, including various disability needs. These are students who within the 3-5% of the student population. |
The Three-Tier Model is now being referred to Multi-Tier System of Supports (MTSS). MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each Kansas student to achieve to high standards.Core Beliefs
- Every child learns and achieves to high standards
- Learning includes academic and social competencies
- Every member of the learning community continues to grow, learn and reflect
- Every leader at all levels is responsible for every child
- Change is intentional, coherent and dynamic