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Special Programs

What is Rtl?

In response to research which found that many children were improperly identified as learning disabled because they were never properly taught to read, IDEA 2004 incorporated RTI into the law:

  • To serve as an assessment tool in place of the discrepancy model to identify learning disabilities; and
  • To rule out the lack of appropriate instruction in reading or math as the determinant basis for the student's difficulties.

Response to Intervention (RTI) is a multi-tiered, general education initiative for struggling learners. It provides individualized, systematic, researched based intervention that are monitored, analyzed and modified, as needed, to address the lack of adequate progress.

What are the essential elements of RtI?

  • High-quality instruction and scientific research-based tiered interventions aligned with student need
  • Frequent monitoring of student progress to make results-based academic and/ or behavioral decisions
  • Application of student response data to important educational decisions

What are the benefits of Rtl?

Rtl can result in more effective instruction, increased student achievement, more appropriate LD identification, increased collaboration and overall school achievement.

Rtl cannot delay an evaluation of a student suspected of having a disability.

What should a multi-tiered RtI model include?

To ensure that appropriate instruction directly addresses students’ academic and behavioral difficulties in the general education setting, a multi-tiered service delivery model is used. Included are layers of increasingly intense intervention responding to student-specific needs.

  • Tier 1: Teachers use high-quality core class instruction aligned with the Texas Essential Knowledge and Skills (TEKS) in which about 80% or more of the students are successful. This tier is the crucial foundation of the RtI instructional model.
  • Tier 2: Students are identified for individual or small group intervention in addition to core class instruction. This level includes scientific research-based programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier 1 activities. District-established standard protocol matches appropriate intervention strategies to specific student needs. Tier 2 addresses the needs of approximately 10– 15% of the students.
  • Tier 3: Students who have not responded adequately to Tiers 1 and 2 receive specific, custom-designed individual or small group instruction (designed using a problem-solving model) beyond the instruction in Tier 1. This level of intervention is aimed at those students who have identified difficulties academically or behaviorally. Tier 3 addresses the needs of approximately 5–10% of the students.