Response to Intervention
According to Pat Quinn, “RTI is a process of helping struggling students become successful. The process focuses on how a specific student responds to a specific intervention. In its simplest form, RTI includes the following steps: identify a struggling student, implement an intervention to solve the problem, check to see if it worked” (Quinn 2010).
P.B.I.S. fits into a tiered instructional model. See the RTI pyramid below:
Who leads Response to Intervention at the Jordan/Jackson School?
The Response to Intervention Steering Committee meets on an ongoing basis and is committed to continuous improvement. The team is comprised of classroom teachers, special educators, school psychologists, school adjustment counselors, behavior specialists and the assistant principal. The team develops data-based practices that improve instruction for all students, develops annual RTI goals by using quantitative and qualitative data, and pursues, discusses and shares current practices in the field.
How and why do students get referred?
Teachers may refer students to the RTI team when there are social/emotional, behavioral, and/or academic concerns.
What is the process for referral?
The classroom teacher speaks with the child's parent/guardian and gathers student data such as: MAZE, DIBELS, AIMSweb, scores on unit tests in Math and ELA, student attendance information, and other pertinent information that allow the team to better understand the child's needs. In some cases, teachers inventory the student's strengths, provide documentation of services currently provided, and may include observational data as well.
What is an Initial Meeting?
During the Initial meeting, the classroom teacher shares concerns with the team. The team identifies baseline data, discusses the student's strengths and challenges, and works to help the teacher target specific academic and behavioral outcomes. The team then designs an intervention plan in skill areas are identified.
What happens after the Initial Meeting?
The interventionists monitor the child's progress and return to the team in approximately 6-8 weeks. The teacher and interventionists work closely together to monitor the progress of specific skills identified in the intervention plan.
What happens at the Follow-Up Meeting?
The team reconvenes to ask: what kind of progress did the student make? If the student makes enough progress to "close the gap, relative to peers" the team may decide that the intervention(s) should discontinue. If the student does not make progress, the team may redesign the interventions before moving to "tier 3." If interventions are redesigned, the team monitors progress for another 6-8 weeks. If the student is making progress but still hasn't closed the gap relative to her peers, the team continues the intervention and the team monitors progress until the student closes the gap.