The document provides an overview of Response to Intervention (RTI), a multi-tiered framework used to provide early intervention for students struggling academically or behaviorally. It describes the key components of RTI, including universal screening, progress monitoring, and increasingly intensive interventions at three tiers. Tier 1 involves quality classroom instruction and monitoring, while Tiers 2 and 3 involve more targeted small group and individualized interventions. The document emphasizes the importance of collaboration between teachers, specialists, and parents in implementing RTI to support students' needs.

1. Response to Intervention
(RTI): what is it?
By

2. Why do we
follow the RTI-
A process that helps students to
be successful.
❖ Gives educators options to not label
students with learning challenges
and instead supports ‘Early
intervention strategies;.
❖ A proactive approach of caring for
learners.
❖ A mind shift from the deficit model
to a preventive one.
❖ Leads to an effective Referral
process.
❖ Also addresses some barriers to
learning which may be due to- Socio-
emotional factors or Curriculum
overload and not necessarily due to
Learning Difficulties.

3. RTI is-
● A multi-tier model.
● A process which helps students to be successful and attain high
standards in both Behavior and Academics.
● This model can be used for Accelerating Learning.
The RTI is a far reaching (long term)model and can be obtained through-
❖ Genuine Collaboration between parents, teachers and in some cases
outside professionals.
❖ Continuous review of students progress(based on the data generated
through authentic assessments and classroom observation).
❖ High Quality Instruction tailored to suit the needs of individual students.

4. RTI model for Academic/ Behavior support-
Tier 0
All students receive Differentiated, Standard-Based
instruction.
Tier 1
Needs based instructions, Progress-
monitoring, data collection,
Collaboration.
Tier 2
Students
require additional
targeted interventions.
Tier 3
Customized
plan -IEP,ITP,
ESL.
Referral form is filled.
Student can be
referred .for further
evaluation.
SST consists of the LSC,
HR, Counselor, Principal,
Coordinator.
Tailor made
interventions/Student
Support plan.
HR teacher takes the lead
to collaborate with
parents, student and
subject teachers.
Students data collected by
HR teacher.
The HR teacher and the
subject teachers together
decide the strategies. The
LSC/Counselor can be
consulted.
Record the strategies
used(data collection process).

5. RTI-Tier 0
Process of teaching and learning is as follows-
● Analysing and Identifying barriers to learning for all students, this can
be achieved through-
➔ Deliberate planning
➔ Differentiated instruction in the classroom(all students engaged).
Impact
Students are able to meet Academic, Behavior expectations.
Students are responding and progress is seen.

6. Role of the Homeroom
teacher(Normal)
Is to monitor students
progress.
Collaboration and
Interaction with Subject
teachers and Specialists.Students are
engaged and
learning is taking
place.
Students are meeting
expectations for the
following-
● Attendance,
● Homework
submission time.
● Discipline.

7. Important to know-
80% students will be supported at Tier 0, as we differentiate and
deliberately plan to support their Academic and Behavioral needs.

8. RTI-Tier 1
Approximately 20% students in the classroom, might struggle to meet
expectations in a single subject or more then 1 subject.
● Strategies become more specific.
● In this stage the focus is more on targeted instruction.
● Teachers at this stage can refer to the bank of strategies, or use some
strategies of their own, which have been successful in the past.
Process involves-
● The subject teachers have to inform the HR teachers of the
observations in response the HR teachers roles and responsibilities……...

9. Role of the
Homeroom
teacher.
Should consider talking to the student
to find out if any problems and try to
solve them(ensure sensitivity while
having these conversations).
Communicate with parents via email about
concerns observed example- attendance,
organisation, incomplete assignments etc.
Get to know your student-
Collaborate with previous
HR teacher.
Managebac refer to students
● Need to inform
the section
coordinator.
● Can consult the
Learning
Support.

10. RTI-Tier 2
10%-15% students might continue to struggle even after the support is
provided at Tier 1.
● Raised to the Student services by the HR teacher.
● The counselor or learning support is called for observations.
● Research based interventions suggested by the Lsc/Counselor.
● Rapid response tracking(progress monitored closely, interventions require
reviewing and modifications if necessary).
● Learning support will assess the student informally and record
findings(about 15 days).
● Student data is re-visited by the Student Services.

11. Role of the Homeroom
teacher
Collaborates with
Specialist and gathers
information about
students progress.
Collaborates with
LSC/Counselor.
Interventions
discussed and then
shared with Specialist
teachers.
Usually a Student
Support Plan by SST.
Collaborates with
parents, shares
interventions with
them.
At this stage the
Subject HOD,
Coordinator, Principal
informed.

12. RTI-Tier 3.
5% to 10% students reach this Tier, even after receiving
individual interventions.
● It is raised to the Student Study Team (Homeroom teacher, Head of Learning
Support, Section Coordinator and Section Principal)
● At this stage the SST is more heavily involved, strategies might become
intense, referral form is filled and diagnostic testing suggested to parents.
● The next steps are-Possible diagnostic evaluation, referred for
occupational,language or speech therapy outside school, referred to a
psychiatrist outside school.

13. Initiate a meeting
with the LSC,
Counselor,
Principal,
Coordinator.
Next steps
discussed.
Role of the
Homeroom teacher.
Initiate the referral process,
by asking relevant teachers
to fill the referral form.
Referral form is shared with
Section Coordinator and
Head of SSS.
Initiate the parent
meeting, with the
Counselor, Learning
Support to
recommend the next
steps.
It is important that the
evidence of support
provided to the student is a
part of data accumulated.

14. Important to remember-
Unless a student is not formally evaluated we try not to-
● Modify the curriculum.
Accommodations do not lower the expectation of a curriculum, but are
seen as ways to differentiate the curriculum and optimize learning
example-
● Learning environment.
● Technology and equipments.
● Instructional strategies.
● Presentation formats, processes and response formats.

15. How does RTI connect to what we are
already doing?
● Collaborative practices that help promote student
performance and holistic care.
● Focus on student learning.
● Best practices in instructional strategies and
differentiation.
● Using data effectively to inform and improve teaching
and learning.

16. How is RTI different from our past
practices.
● Early intervention is the focus and is a more proactive
approach.
● Collaborative decision making based on students data.
● Interventions are escalated gradually.
● Shift is from a deficit model to a preventive model.
● Range of both qualitative and quantitative data is used
to help support students needs.

17. Principles to make RTI successful-
● RTI is for All Children and Educators from K-12.
● It can only be successful when collaboration takes
place within the classroom.
● RTI applies to both academic and behavior.
● RTI emerges from strong research and evidence based
practice.
● We need to have an open mind and use the same
language.

18. RTI is a Journey and is-

19. Only Collaboration can make it successful.

20. Glossary of Common terms-
Early intervention Strategies- RTI is a multi-tiered model, based on universal
screening early identification and support for students is provided.
Deficit Model- Waiting for a student to demonstrate failure, then begin the process
of evaluation and refer the student to the Special Education department.
Preventive Model- Includes universal screening, continuous progress monitoring,
evidence based interventions and finally data based decision making.
Modification- Student is expected to learn something different from the regular
education standards, curriculum may be modified to engage student meaningfully.
Accommodation-are different approaches to aciving same curricular goal.

21. Bibliography-
https://www.google.co.in/search?biw=1366&bih=626&tbm=isch&sa=1&ei=4Sq_W9TpFYiKvQTnzK2wDg&q=Pictures+of+RTI+process+happy+teenagers&oq=Pictur
es+of+RTI+process+happy+teenagers&gs_l=img.3...44569.48866.0.49425.17.17.0.0.0.0.141.2088.0j16.16.0....0...1c.1.64.img..1.0.0....0.0oAP5HfPKpI#imgrc=Fnbo
RYqtoXjU5M:
https://www.google.co.in/search?biw=1366&bih=626&tbm=isch&sa=1&ei=iSy_W4OOOcrHvgTi_5ywAg&q=Pictures+of+RTI+model+happy+teenagers&oq=Pictures+
of+RTI+model+happy+teenagers&gs_l=img.3...291945.298006.0.298461.16.16.0.0.0.0.405.2494.0j15j4-
1.16.0....0...1c.1.64.img..0.0.0....0.MSekpg2UdwQ#imgrc=UdSr5VrWY-zCCM:
Batsche, G. (2006). Problem solving and response to intervention: Implications for state and district policies and practices. WarnerRobins, GA: Council of
Administrators of Special Education. Retrieved from
http://www.casecec.org/powerpoints/rti/CASE%20Dr.%20George%20Batsche%201-25-2006.ppt
Batsche, G. (2007). Response to intervention: Overview and research-based impact on over-representation. Florida RTI Update,1(1), 2. Florida Department of
Education & University of South Florida.
Bloom, B. S. (1980). All our children learning. New York, NY: McGraw-Hill.
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum
Development.
http://www.ascd.org/publications/educational-leadership/feb07/vol64/num05/Discarding-the-Deficit-Model.aspx

22. https://depts.washington.edu/isei/iyc/23.1_fox.pdf
The Next Frontier Inclusion in International Schools- By Kristen Pelletier, Kevin Bartlett, William Powell,
Ochan Kusuma-Powell
https://www.renaissance.com/solutions/response-to-intervention/
By- Harjyot Malhotra.