response to intervention
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Response to Intervention (RTI) is a multitiered approach to providing services and interventions to struggling learners at increasing levels of intensity. RTI takes place in the general education environment by a variety of personnel including general education teachers, special educators, and specialists. Through systematic screening of all students, classroom teachers identify those who are not mastering critical reading skills and provide differentiated intervention to small groups of students. Students’ progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both (Pierangelo & Giuliani, 2012, p. 78). Data analysis and decision making occur at all levels of RTI implementation and all levels of instruction. The purpose of RTI is to ensure that ALL students are provided high-quality instruction with fidelity. Fidelity refers to the degree to which RTI components are implemented as designed, intended, and planned (Pierangelo & Giuliani, 2012, p. 90). By using RTI, schools can provide early interventions to students as soon as need arises. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by student outcome data (Pierangelo & Giuliani, 2012, p. 79).
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