Immaculate Heart of Mary
Catholic School

Our L.A.B Program uses Reponse to Intervention (RTI)

What is RTI? 
RTI stand for Response to Intervention and was initially implemented in schools in 2004, as part of IDEA (Individuals with Disabilities Act).  It was used to identify students in an educational setting who needed additional support.  Like many other strategies that worked for students who need them the most, educators quickly found out that this strategy is good for ALL learners and deemed it a best practice.  Our teachers at IHM are trained to assess each student’s skills in reading and math, know what skills are essential for their grade level and tier interventions for ALL students, depending where each child falls in his/her demonstrated learning of that skill.  This process is the force behind INDIVIDUALIZING instruction.  We are proud to say we meet each student where he or she is, grow their understanding by providing high level interventions and show this through data-driven instruction.  We closely monitor students’ progress and give each student at IHM the academic support he/she needs.  “The goal for our IHM School is to intervene with intervention, closely monitor each student’s growth and show, through data, that our interventions where successful, which helps each student before he or she falls too far behind.” 

What are the benefits of RTI?       

• Students are met where they are in their understanding of a skill and through small group interventions and progress monitoring, their understanding is grown
• It is a best practice and a pro-active approach to offering support in a classroom; time is not lost waiting to see if “with time” a student develops an understanding
• Many expert teachers (interventionists) are collaborating with your child’s classroom teachers, thus bringing the student/teacher ratio down by a great deal
• RTI does not interrupt the “core” curriculum for each grade level; students are not pulled out if needed, ALL students receive some level of support, intervention or enrichment at a separate time
• The “I taught it, so I hold my students accountable for understanding it” theory is outdated; students must prove their understanding through assessments and progress monitoring so that data shows a student’s understanding.

What are the “tiers” of RTI?  Can you explain the RTI Pyramid Model? 
There are three “tiers” in the RTI Pyramid Model.  These are fluid; a child is never labeled in a specific tier.  Depending on what skill is being assessed, they can move through the tiers or stay at one level.  If they show an immediate understanding (mastery) on the initial assessment, they will be challenged to enrich their understanding.  If they show a basic understanding (on-level) on the initial assessment, they will continue to practice to be more proficient with that skill.  If they show they are deficient in their understanding (strategic) on the initial assessment, they will utilize the most research-based interventions with the most expert teachers (interventionists)to gain an understanding. 

Tier 1: Core (Typically 80%-90% of students)
Tier 1 is facilitated in the general classroom, as the teacher checks each student’s understanding of specific skills through a common assessment to determine his/her level of understanding of that specific skill.  A great majority of students respond to this level of support and continue to be successful learners. Students at IHM differentiate instruction by using this model.

Tier 2: Targeted Intervention (About 10%-15% of students)
Tier 2 is utilized when students need further instruction and support with a specific skill.  The student may not respond to learning as well as one had hoped, so more intense and small group intervention is necessary.  This allows a teacher to hone in on what that child needs and differentiate his/her instruction to cater to a student or a small group of students.  Oftentimes, to aide a student’s understanding of a concept/skill, some of the prerequisite skills must be retaught in order to move forward and the small group instruction with additional support allows this to occur in Tier 2.

Tier 3: Intensive Intervention (Approximately 1%-10% of students)

Tier 3 is implemented for a student when very intensive, almost one-on-one support is needed for a student to be successful.  In this tier, expert teachers in that specific content area are utilized, as well as research-based interventions, when at all possible.  Extremely individualized plans are often put in place and all experts/resources within IHM are in collaboration to determine what the student needs to be successful.  Data continues to be collected, in the event that a child needs to be referred to Boone County to determine special education eligibility.   





References: 
https://www.ldrfa.org/what-is-rti-understanding-response-to-intervention/
https://blog.edgenuity.com/rti-mtss/
https://www.understood.org/en/school-learning/special-services/rti/understanding-response-to-intervention