Response To Intervention (Rti)

Intervention: Response to Intervention (RtI)

Description: Response to Intervention is a three-level tiered approach to early identification and intervention process to give support students with educational and social needs. Teachers identify students that are low achieving in math or reading classes and are given extra tutoring in a more one-on-one setting. These students are also assessed on a consistent basis to measure where their levels are and if their performance and achievement levels are increasing.

Website Link: http://rtinetwork.org/

Research that supports the intervention: One research study on the RtI program was done by Dr. Charles Hughes and Dr. Douglas Dexter from Penn State University. In their study, they examined

In the high school level, we need total buy in to allow students time to meet with tutors on a regular basis for help in reading and in math. We can also use students who are in advance level math classes that could use some community service hours to help with the tutoring. This will allow teachers to continue instruct the general education students and leave students without supervision and structure. The fiscal resources would be minimal, only the cost of staff development workshops and collaboration time, and the cost of materials for extra practice, and the cost of assessments of these students. The physical resources would be empty on classrooms or meeting areas not in use and large enough to get the students one-on-one help. We could also use multipurpose areas (like the library, cafeteria, lecture halls, etc.) to help free up space to get the intervention to the students. All of these resources are in place, with the department chairs of the math department and language arts department filling in as coordinators of this intervention. The time frame is also incorporated into the school day in the form of SET time; time set aside every Thursday, during the school day, to give those students extra attention without missing other subject learning time. The assessment piece that we will use is the district designed assessments that all schools use to test competency in math and in language arts. We can also use similar type questions in smaller assessments “chunks” that can give us a weekly look to where our students are. The only resource needed is the complete teacher buy-in, which will allow our students the support they need to meet general education standards. Once we have the entire staff go through staff development and meet for collaboration time within the different