Drifthnery Fabian

 Students receive interventions based on reliable and valid data earlier than in the “wait to fail” scenario.  RTI identifies specific skill deficits, whereas teacher referrals are more frequently general statements of need.  Racial disproportionality is reduced in programs for students with learning disabilities and mental handicaps.  Effective interventions result from a combination of valid and reliable information from assessment and from good problem solving.  Staff training and support (e.g., coaching) improve intervention skills.

RTI is an assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data.

 Tier 3: Intensive, Individualized Interventions & Supports. The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.  Tier 2: Targeted, Supplemental Interventions & Supports. More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.  Tier 1: Core, Universal Instruction & Supports. General academic and behavior instruction and support provided to all students in all settings.

 Indication of the student’s skill level relative to peers or a criterion benchmark.  Success or lack of success of particular interventions.  Sense of the intensity of instructional supports that will be necessary for the student to achieve.  Designed to ensure accurate assessment and identification.

 Limited progress monitoring. tools for secondary students.  Funding issues.  Redefining the roles of educators.  Clarifying parental involvement.  Integrating culturally relevant instructional strategies.

 Moores, D. (2008). Editorial: Improving academic achievement: Can a Response-to-Intervention (RTI) model help?. American Annals of the Deaf, 153(4), doi: /aad  Ardoin, S., Witt, J., Connell, J., & Koenig, J. (2005). Application of a Three-Tiered Response to Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services. Journal of Psychoeducational Assessment, 23(4), doi: /  om_frontpage&Itemid=1 om_frontpage&Itemid=1  letter/v19n02/rti.html letter/v19n02/rti.html