The three-tiered Response to Intervention model helps identify students struggling academically before they are referred for special education services. In tier one, all students receive core instruction, while struggling students receive additional targeted support in tier two. Students still facing difficulties in tier three receive even more individualized instruction. Through ongoing progress monitoring at each tier, student response to interventions helps determine appropriate supports and identifies potential learning disabilities. This process aims to provide students with necessary assistance without unnecessary special education labeling, while also strengthening collaboration between teachers, parents, and other professionals.

1. RESPONSE TO
INTERVENTION
IDENTIFICATION BEFORE INTERVENTION
SHEELAGH LUCAS
SPED 435

2. RESPONSE TO INTERVENTION
• The three tiered model of Response to
Intervention helps identify children in need prior
to special education services are rendered.
• Helping identify children and intervene prior to
recommendation becomes important so
children are not receiving services that are
unnecessary.
• This also helps identify possible learning
disabilities and find the best way to teach
individual children

3. TIER ONE
Core Information and Curriculum is given
to all Students. Students who are
struggling, are identified and moved to
Tier two…..

4. RESPONSE TO INTERVENTION-THREE TIERED MODEL
Tier 2
• Specific instruction is given to some students.
• Information is altered to make accommodations
that are easily offered within the context of
information and instruction
• The student is allowed to continue on this path
with certain accommodations allowed, but
typically without specific instruction from a
special education teacher
Tier 3
• Students who still struggle are given even more
specific instruction
• The information is altered again, made more
specific, more accommodations are made
• Learning issues are identified pre-referral

5. DURING THIS TIME OF RTI-
• Children are closely monitored to see progress
• Students are given basic assessments to see which direction on the Tier they can move, or if they stay at
the same spot
• Parents are given notifications of students progress
• The more specific the instruction the more closely monitored the student
• As interventions become more necessary, more are given. They are observable and measureable with
the goals. Charting these and watching for changes becomes important for student progress and
achievement

6. WHY COMPLETE SUCH A LENGTHY PROCESS? WHY NOT INTERVENE TO START WITH
AND CUT BACK ON THE IDENTIFICATION TIME?
“Labeling students as disabled when they really are not leads to unwarranted
services and supports. Misidentified students are likely to encounter limited
access to a rigorous curriculum and diminished expectations” (The Truth in
Labelling: Disportionante Students in Special Education, 2007)

7. WHAT DO WE GAIN? AS INSTRUCTORS?
• The many ways students can now access
information is allowing them to become more
successful, and avoid the stigma and downfalls
of being in special education, especially when
they are unnecessarily in the programs. Having
additional students in special education, who do
not need the specialized instruction, can cause a
financial and time drain in a school district.

8. RTI CREATES A MORE STUDENT CENTERED LEARNING
APPROACH… WE ARE MORE RESPONSIVE AND LISTEN AND
LEARN THEIR METHODS, AND THEIR SUCCESSES, AS WELL AS
AREAS THAT NEED IMPROVEMENT

9. DIFFERENTIATION IS
COMING INTO THE
EQUATION NOW…..
As more accommodation, close observing,
and intervention prior to testing for
special education services, teachers are
becoming better at working the classroom
in new ways. I believe this causes
stronger, better teachers.
“The ideal is to provide equivalent
learning activities that cater to the
students' strengths but bring all of the
students to the same learning objective”
(Johnson, 2014)

10. AN INFORMED DECISION!
RTI really identifies students that are actually
struggling with learning disabilities, not just
struggling with material

11. GIVES US A BASELINE….
• Special Education teachers will also spend less
time at the bottom of the list….
• As several interventions have already been
attempted, Special Education teachers can begin
with more intensive interventions once a
student has tested and been identified with a
learning disability
• We start with a better understanding of how our
students learn and what they need

12. WE HAVE OPEN LINES OF COMMUNICATION WITH
PARENTS….
• With RTI, parents and teachers are already
communicating about a student’s needs
• The rapport is already in the works, which
typically means talking to the parents about
serious issues may be a little easier
• Parents and teachers understand there is a plan
to create the best possible learning opportunity
for the student

13. TEAMWORK IS THE ANSWER! THE WHOLE PURPOSE TO RESPONSE TO
INTERVENTION IS TO CREATE AN ATMOSPHERE OF EDUCATIONAL
TEAMWORK, WHERE STUDENTS ARE GIVEN THE BEST OPPORTUNITIES
OF SUCCESS. TEACHERS, PARENTS, SPECIALISTS AND STUDENTS
CREATING THE BEST ATMOSPHERE FOR LEARNING TOGETHER.

14. REFERENCES
• Johnson, B. (2014, April 13). Differentiated Instruction Allows Students to Succeed. Retrieved from
Edutopia: http://www.edutopia.org/blog/differentiated-instruction-student-success
• The Truth in Labelling: Disportionante Students in Special Education. (2007). Retrieved from National
Educaiton Association: http://www.nccrest.org/Exemplars/Disporportionality_Truth_In_Labeling.pdf