RTI stands for Response To Intervention.  RTI uses universal screening, progress monitoring, and team problem solving to determine if a student needs behavior or learning intervention, and if so – what might be an appropriate intervention.   Once the intervention has been implemented, then decisions are made about whether that intervention is having a positive impact on the student's learning.  The process can be used to determine whether the learning problem is a disability or simply an ineffective instructional approach.

Three Tiers of Intervention
The RTI model contains three tiers:

• Tier I = Universal Intervention
• Tier II = Targeted Intervention 
• Tier III = Intensive or Individual Intervention 

Tier I is designed around the core curriculum to successfully meet the needs of 80 percent (or greater) of a given student body. In reading, for example, the core curriculum would describe the end result of instruction expected of all students.  An intervention might be for all the students to receive a minimum of 90 minutes of daily reading instruction.   Only students who fail to respond to the core curriculum of Tier I – who fail to demonstrate the expected result after 90 minutes of daily instruction – would receive additional services under Tier II.  If you do not have a strong core curriculum to begin with, or aligned instruction and assessments, you will not be successful with RTI.  CLI can help assure you have all the pieces in place.

Tier II is a more targeted intervention reaching roughly 15 percent of students who are considered at-risk and require more intensive services than received during Tier I. For example, students in Tier II might receive an additional 20 minutes of reading instruction,  for a total of 110 minutes rather than just 90.

Tier III is for students who require an even more intensive approach because of unsatisfactory progress in Tier II.  These students receive intensive or individual interventions, which may occur in the general classroom or in a special education classroom but without a special education referral. Roughly five percent of students in a given student body will require Tier III intervention.   Continuing our reading example, Tier III students might receive as much as 170 minutes of daily reading instruction with emphasis on more individualized goals based on consistent progress monitoring.

Curriculum Leadership Institute is expert in Tier I

For Tier I, school districts must identify the core curriculum expected of the complete student body.  CLI has had more than twenty years’ experience helping districts analyze curriculum to determine what is essential and focused for each grade level and course.  CLI also recognizes that creating the curriculum isn’t enough; we must be able to create and document aligned instructional planning resources and assessments as well.  If you are dealing with the core curriculum for your Tier I experiences, here’s what doesn’t work:

• Trying to use state standards alone as curriculum… often the verbs are vague, the content is in “clusters” rather than separate grade levels, and/or the quantity is beyond what can realistically be accomplished.
• Using curriculum maps as curriculum… maps are the individual’s how and when, not the district-wide decisions of what and why.
• Using Introduce, Continue, Master… turns assessment into disaster.

Here’s what does work:

• The CLI Model.  See Why It’s the Right Thing To Do.
• Download a free sample of what good curriculum looks like.
• Call us to discuss your district and your particular needs - 620.794.1431

 
What is MTSS?

MTSS stands for Multi-Tier Support System and is a special type of RTI employed in Kansas.  According to the state department’s website, “MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each Kansas student to achieve high standards.”

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