RTI Response to Intervention

Understanding Tiers, Interventions
and Supports
Presentation Adopted from NESD
What do we do when students
don’t learn?
 Using the Response to Intervention
framework will create an effective process for
all teachers, administrators and support
personnel to answer this question.
What is Pyramid Response to
 It is the practice of providing high-quality
instruction and interventions that match
student's needs as well as considering
students’ learning rate over time and level of
performance to make important educational
It is……
 RTI is an approach that provides high quality,
standards-based instruction/intervention that is
matched to student’s academic, socialemotional, and behavioral needs.
It is…..
 a continuum of intervention tiers with
increasing levels of intensity and duration
 involves educational decisions that are based
on data derived from frequent monitoring of
student performance and rate of learning.
Timely, Directive, Systematic,
Flexible Support
 Using this process allows students to receive
timely interventions at the first indication that
they need more time and support.
 This process should be directive rather than
invitational, so that the students get the extra
help they need, consistently and without
interruption until they are successful.
 Interventions are sequences to build
upon each other:
 from least to most restrictive
 from least to most intensive
 from what happens in every classroom for all
children to what happens for individual
students who need highly focused, targeted
It is not….
 a program but rather a process for ensuring
that all students learn.
 another add on.
Three Tiers of Support
Interventions focused
on closing the gap.
Immediate and powerful targeted
interventions systematically applied and
monitored for any students not achieving.
A coherent and viable core curriculum that
embeds ongoing monitoring for all students.
Why use this model?
 This model allows education to move toward a
systematic, directive, and timely response to all
children when they don’t learn adequately or
extensively regardless of labels or subgroups.
Tier 1
 Approximately 75-80% of the student
population will have their educational needs
met by Tier 1 interventions.
Tier 1
 Tier 1 is simply good teaching!
 Educators respond to learning styles, strengths
and weaknesses of each of their students.
 They offer a variety of supports to enable
students to reach outcomes. This may be as
easy as additional time to complete work or
one on one mini lessons.
 The most important step a school can take to
improve its core program is differentiating
 See http://interventionfirstrps.wordpress.com/
Tier 2
 This level of the pyramid offers supplemental
interventions implemented for students whose
educational needs have not been met by the
regular program.
 Small group interventions.
 10-15% of the student population will benefit
from Tier 2 interventions.
Tier 3
 This level of the pyramid is where intensive individual
interventions are implemented for student’s whose
educational needs have not (can not?) been met in Tier
1 or Tier 2.
 5-10% of the student population will require these
types of interventions.
Saskatchewan Ministry of
An Effective Response to
Intervention Pyramid …
 begins with establishing identification,
placement and monitoring processes.
 various school division roles (Teacher,
Administrator, Counselor, Occupational
Therapist, Educational Psychologist) are
involved in these processes.

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