Response to Intervention

1. Response to
Intervention
(RTI)
Timeline
Created By: Mark McMichael
University of Phoenix
July 12, 2021

2. Benchmark
Assessments
• Buchanan (2016) states, “A Response to Intervention (RTI) framework
designed to pinpoint which students need intervention during the
learning process – instead of waiting for a student to fail and fall further
behind – is essential” (Support Starts with Benchmarking). A clear goal
is to be as proactive as possible, with the inclusion of assessments at
the beginning, middle, and end of the semester teachers and staff can
help identify the needs of students before they fall behind.
• Some examples of trusted Benchmark Assessments can be found on
The Dougherty (2013) website:
References:
Buchanan, M. (2016). How Benchmark Assessments Support an RTI
Framework. https://www.pearsonassessments.com/professional-assessments/blog-
webinars/blog/2016/09/how-benchmark-assessments-support-an-rti-framework.html
Dougherty, K. (2013). Reading Assessment in an RTI Framework.
https://www.guilford.com/excerpts/stahl2.pdf?t

3. Classroom
Assessments
• The Ronan (2017) website states that RTI looks to identify a student’s
current level of achievement and meet them there in order to work
towards their grade-level expectancy. RTI is more personalized and
proactive in helping each student make continuous progress towards
their individual goals.
• Common classroom assessments can range from a generalized “what
do you know” as a foundation to observe the knowledge base of the
class to content specific testing to place a student against the
standards of their grade-level.
• In most cases, once a student shows any signs of special needs,
generally observed early in the class, a specialist is notified, and the
student will take part in a series of Benchmark Tests to ensure that their
needs are accurately identified and that the correct academic plan is in
place for their success.
References:
Ronan, A. (2017). The Basics of RTI In the
Classroom. https://teach.com/blog/the-basics-of-rti-in-the-classroom/

4. Response to
Intervention
(RTI): Tiers
and Purpose
• The Response to Intervention (RTI) has 3 Tiers, the "3 Tiers Of Rti
Support" (2021) website identifies those tiers as:
• Tier 1: The Whole Class: Tier 1 is where all students receiving
general education are located. Students will not receive as much
individual attention but rather are taught to the expected skill set
for their grade-level.
• Tier 2: Small Group Interventions: Tier 2 will introduce small
teaching educators and small groups that meet up to 3 times a
week. These students are evaluated every few weeks and given
a determination at to whether they return to Tier 1 or remain in
Tier 2. Despite the smaller groups and more individual attention,
students in Tier 2 still receive regular lessons.
• Tier 3: Intense Interventions: Tier 3 will introduce more intense
small group work and possibly individual lessons. It is at this Tier
that students will see more time in the resource room; however,
they could remain mostly in the general classroom if seen fit.
These students are evaluated more often than any other tier with
the with the goal of moving back into Tier 2.
References:
3 tiers of RTI support
(2021). https://www.understood.org/articles/en/3-tiers-of-rti-support

5. Interventions
at Each Tier
• The "The Teacher’s Response To Intervention (RTI) Guide: Tiers, Strategies, And
More" (2017) website identifies interventions at each level, those interventions are
listed below:
• Tier 1:
• Inquiry-Based Learning: Creates an interactive environment where
students take ownership of their learning by creating the foundation of
a lesson through their initial questions on the subject.
• Incorporating Diverse Technologies: This intervention allows students
the opportunity to use technology they may otherwise not have open
access to in order to research and learn beyond the textbook.
• Tier 2:
• Nature of the Exercises: Small group activities will allow students
collaborate and utilize diverse technologies to gain understanding,
then individually complete an assignment to show application.
• Shortening the length of lessons will help eliminate sensory overload
and help minimize chances of a student feeling overwhelmed and
giving up. Having scheduled breaks go a long way for focus.
• Tier 3:
• Setting Achievement Goals: Having a goal is critical in the ability to
motivate and measure a student. It is important that each student
know they are smart and capable, showing their progress proves that.
• Modeling Problem-Solving Steps: The individual setting of a Tier 3
lesson allows problems to be broken down to address the needs of
the student, this breaks down walls and creates a template for
problem solving in the future.
References:
The Teacher's Response to Intervention (RTI) Guide: Tiers, Strategies, and
More (2017). https://www.prodigygame.com/main-en/blog/rti-response-to-
intervention/

6. Frequency of
assessment
and progress
monitoring
• According to the “Progress Monitoring” (2021) website, Response to
Intervention assessments should follow a steady pattern of frequency
based upon the tier of the student.
• Tier 1 (Minimum Risk Students): Students are assessed at the
beginning of the academic year, generally only students that show
a decline in their work will warrant any additional testing
throughout the year.
• Tier 2 (Some Risk Students): Progress is monitored roughly 1-2
times each month based on the progress and output of the
student. Since this tier determines whether a student returns to
Tier 1 or receives additional resources in Tier 3, it is critical to
remain diligent with assessing and tracking progress.
• Tier 3 (High Risk Students): Students are likely to see
assessments weekly, in some cases assessments can be
prolonged but must at a minimum be conducted bi-weekly.
References:
Progress Monitoring(2021). http://www.oregonrti.org/progress-
monitoring/#:~:text=In%20an%20RTI%20system%2C%20students%20in%20interventions
%20have,to%20adjust%20or%20intensify%20the%20intervention%20as%20needed.

7. How
Movement
Between
Tiers Occurs
• The Response to Intervention (RTI) has 3 Tiers, the "3 Tiers Of Rti
Support" (2021) website identifies those tiers and how a student transitions
between them.
• Tier 1: The Whole Class: Tier 1 includes the general class and is
monitored through class assignments, projects, and test scores. Every
student will start in this tier and remain there unless additional
resources are necessary.
• Tier 2: Small Group Interventions: Students will move to Tier 2 if
their classwork and test scores show a decrease in production and the
student is at-risk of falling behind the class. Students are assessed 1-
2 times a month and based on those assessments can return to Tier 1
if their tests improve and their work reflects the appropriate grade-level
or move to Tier 3 if they continue to fall behind and require more
individual assistance and monitoring.
• Tier 3: Intense Interventions: Students in Tier 3 are tested weekly in
order to maintain constant assessment of progress to ensure that the
methods of assistance are working or if need-be are changed. This
tier will receive the strictest of monitoring as it is the goal of the
teachers to assist the student to return to Tier 2 and ultimately back to
Tier 1. If a student begins to show improvement, the instructor can
begin to conduct class in a similar fashion to Tier 2 in order to get the
student reacclimated to the style and environment before moving them
back to Tier 2.
References:
3 tiers of RTI support (2021). https://www.understood.org/articles/en/3-tiers-of-
rti-support

8. References
• 3 tiers of RTI support (2021). https://www.understood.org/articles/en/3-
tiers-of-rti-support
• Buchanan, M. (2016). How Benchmark Assessments Support an RTI
Framework. https://www.pearsonassessments.com/professional-
assessments/blog-webinars/blog/2016/09/how-benchmark-assessments-
support-an-rti-framework.html
• Dougherty, K. (2013). Reading Assessment in an RTI Framework.
https://www.guilford.com/excerpts/stahl2.pdf?t
• Progress Monitoring(2021). http://www.oregonrti.org/progress-
monitoring/#:~:text=In%20an%20RTI%20system%2C%20students%20in
%20interventions%20have,to%20adjust%20or%20intensify%20the%20int
ervention%20as%20needed.
• Ronan, A. (2017). The Basics of RTI In the
Classroom. https://teach.com/blog/the-basics-of-rti-in-the-classroom/
• The Teacher's Response to Intervention (RTI) Guide: Tiers, Strategies,
and More (2017). https://www.prodigygame.com/main-en/blog/rti-
response-to-intervention/