Response to Intervention (RTI)
A process whereby local education agencies (LEAs) document a child's response to scientific, research-based intervention using a tiered approach. RTI provides early intervention for students experiencing difficulty in learning RTI was authorized for use in December 2004 as part of the Individuals with Disabilities Education Act (IDEA).
Ongoing Universal Screening
A way to determine students who are at risk of not reaching grade level standards. These short measurements are done three or more times per year in an effort to identify and then provide interventions and services to prevent long-term academic failure of identified students.
Student Progress Monitoring
Monitoring of the student progress during delivery of interventions. Data that shows lack of student progress would indicate a need for increased intensity of interventions, a change of interventions or smaller group delivery of services. Information gathered is used by the RTI team to make decisions regarding changes in the students? services.
Early Intervening Services (EIS)
A provision of IDEA 2004 that allow the use of 15% of IDEA funds to provide services that emphasizes early assistance to children in grades K-3, (EIS may also be used with children in grades 4-12).
Scientific, Research-Based Instruction
Instruction and intervention proved effective through scientific studies.
Multi-Tier Model of Service Delivery
Although there are different ways of implementing the RTI process, it is generally used as a three tier model which includes:
1. Providing ongoing screening and teacher lead instruction along with group interventions that generally make up the core instructional program. With adequate instruction 80-90% of the students will respond and reach grade level goals.
2. Students who do not make adequate progress in Tier 1, receive intensive services and interventions, usually in small groups in addition to the instruction within the general education classroom.
3. Students who do not make adequate progress in Tier 2, receive more intensive services in smaller groups or individual instruction. In addition different intervention may be used. On going progress is monitor more closely, generally weekly.
Students who have not made adequate progress during the tiers will be considered for further interventions or referred for Special Education Evaluation.
Intervention Integrity
Refers to the extent to which the implementation of the intervention in your school matches the specifications in the manual or research base for the intervention.
ntervention Fidelity
The degree to which the intervention was delivered to the student as designed.
