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ERIC Number: EJ850557
Record Type: Journal
Publication Date: 2009-May-1
Pages: 7
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0192-592X
Assess. Instruct. Repeat.
Demski, Jennifer
T.H.E. Journal, v36 n5 p30-36 May 2009
Response to Intervention, or RTI, is a framework for using data to establish the nature and degree of the help a student needs, and then applying strategies targeting those areas. It is a carefully drawn, systematic form of data-driven decision-making that establishes multiple stages of interventions for varying degrees of problems. Though some schools carry the interventions out to four and even five tiers, RTI is generally implemented as a three-tiered approach, and illustrated as a segmented triangle with its broadest slice at the base, forming Tier 1, which consists of primary interventions that typically work for about 80 percent of students. Students who don't show improvement from Tier 1 interventions, or those whose initial screening data shows them to be at risk, are moved into Tier 2 to receive secondary interventions. If no improvement is shown, the student is moved to Tier 3, tertiary interventions, and referred for special education services, where intensive, specialized interventions occur. An important aspect of RTI is that all the interventions taken are research-based, having been shown to be effective for students with a particular area of need. RTI's reliance on data collection and analysis, however, could become yet another burden for faculty and staff. By adopting RTI database technology, districts can reap the benefits of the strategy without buckling under its data demands. The same multitiered RTI framework used for academic interventions has also been adopted by districts for positive behavioral interventions.
1105 Media, Inc. Available from: T.H.E. Journal Magazine. P.O. Box 2170, Skokie, IL 60076. Tel: 866-293-3194; Tel: 866-886-3036; Fax: 847-763-9564; e-mail: THEJournal@1105service.com; Web site: http://www.thejournal.com/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania