Response to Intervention
RtI is grounded in the belief that ALL students can learn and achieve high standards when provided with effective teaching, research-based instruction, and access to a standards-based curriculum. A comprehensive system of tiered interventions—gifted & remedial—is essential for addressing the full range of students’ academic and behavioral needs.
Collaboration among educators, families and communities is the foundation of effective problem solving. On-going academic and behavioral performance data should inform instructional decisions. Effective leadership at all levels is crucial for RtI implementation.
Universal (Tier I) Instruction
High quality instruction is provided to all students in the general education setting through the core curriculum and behavioral expectations. Universal (Tier I) is also used to differentiate instruction through a culturally responsive lens, taking individual, as well as group, needs into account.
Universal (Tier I) includes the curriculum, programs, and services that are used with all students with the expectation that 80% of all students will make adequate progress according to screening benchmark expectations.
Selected (Tier II) Intervention
Based on screening data, informal instructional team discussions, and identification of student intervention needs, PLCs develop Selected (Tier II) Intervention plans for small groups of students with similar needs, which are delivered in small group settings for 6-8 weeks. This instruction takes place during Laker Time.
Intensive (Tier III) Intervention
Intensive (Tier III) is a problem-solving team approach through which students with significant needs are identified; measurable targeted options are collaboratively planned and continuously reviewed to address student progress. The teacher to student ratio is no more than 1:5 and interventions are typically delivered daily.
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