Elementary RTI
Success is Possible
  •  Secondary Response to Intervention- General Information 

    Response to Intervention on the secondary level in WFISD is a class with an off level, strategic curriculum. This curriculum helps to identify student deficits through assessment, and it addresses those deficits through targeted skill building, varied teaching strategies, scaffolding, and multimedia or technology reinforcement.  Progress and growth is monitored through assessments and benchmarks and compiled into DMAC data management system.

      

    What does TEA say about RTI?

    (RTI Guidance Document, TEA, pg.6)

    In their 2009 Response to Intervention Handbook, the Texas Education Agency outlined the following key elements of RTI:

    •        High-quality instruction and scientific research-based tiered interventions aligned with individual 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 (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies)

    According to TEA, RTI should:

    •        beused within the general education setting
    •        result in academic and/or behavioral progress for the majority of the students
    •        Identify struggling students using data-based student progress monitoring
    •        Provide intensive instruction
    •        use of scientifically validated curricula and teaching methods expected
    •        lead to a data-based school

     

    How are the Tiers separated? 

    Accelerated Instruction (AI)

    Purpose: Support students in passing the state exam

          Students who have not passed the state exam, but do not have a strong history of academic failure

          Curriculum focused on skills essential to passing the state exam

          Test taking strategies and confidence building

          Addresses content application errors and processing issues

          Grade level materials are used

    Tier 2

    Purpose: Remediate specific skills or concept deficits within 1 to 2 years of grade level

          5-15% of students will need Tier 2 interventions

          Small group instruction (up to 15 students)

          District designated instructional programs must be implemented with fidelity

          Certified teacher  in subject area to provide instruction

          Students who demonstrate progress in Tier 2 may remain in this setting as part of their educational program

          Assessments from each program will be given on a bi-weekly or monthly basis to help guide instruction

          If student makes minimal or no progress in Tier 2, instructional changes need to be made or the student may move to Tier 3

          Any changes or modifications to the Intervention Plan must be made through the SST meeting and documented in DMAC

    Tier 3

    Purpose: Intensive remediation of skills for students who have not responded to Tier 2 interventions or have concept deficits that span over multiple grade levels

          1-5% of students will need Tier 3 interventions

          Individualized instruction – (up to 10 students)

          Certified teacher  in subject area to provide instruction

          District designated instructional programs must be implemented with fidelity

          Assessments from each program will be given prior to entry and then on a bi-weekly  or monthly basis which will help guide instruction

          Any changes or modifications to the Intervention Plan must be made through the SST meeting and documented in DMAC

          If a student makes minimal or no progress in Tier 3, he/she will be considered for special education testing

     

    You can read more about Secondary Response to Intervention in the RTI Handbook