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Academic & Behavioral RTI Intervention Pyramid

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RTI Academic Intervention Pyramid

RTI Academic Intervention Pyramid

Response to Intervention – RTI – Resource Center

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General Education

All students receive standards-based instruction

Academic Process

  • Teachers implement best practices (LFS) and strategies to differentiate instructional content and delivery to meet needs of students in a standards-based classroom environment.
  • Data is used to drive instruction and progress is regularly monitored (A+LearningLink pre- and post- assessments 3 times per year.)
  • All students remain a minimum of 5 weeks.
  • Universal screener is administered to all students (A+LS, A+LL, Academy of READING; K-9).
  • At risk students are identified and referred to Tier 1. (Hearing and Vision Screening required.)

Behavioral Process

  • Teachers implement best practices (LFS) and strategies to differentiate instructional content and delivery to meet needs of students in a standards-based classroom environment.
  • Data is used to drive instruction and progress is regularly monitored.
  • All students remain a minimum of 5 weeks.
  • A universal screener specific for behavioral and emotional screening  is given to all students in October in grade 1, 3, 5 & 7.
  • At risk students are identified and referred to Tier 1.
  • Strategies and best practices from Tier 1 are still implemented.

Tier 1

Students who are identified as at risk on the universal screener RTI Team meeting required

Academic Process

  • These students receive a minimum of 30 minutes 3 times per week of a new supplemental research-based intervention (Academy of READING/MATH, DynEd, or A+LS).
  • Progress monitoring occurs (at least) monthly to ensure that the intervention is effective.
  • As long as the student is making progress, they should continue the intervention and remain at Tier 1 in order to close academic gaps.
  • If NO progress is being made, then a new research-based intervention should be attempted after a minimum of 4.5 weeks.  School psychologists and school counselors may assist in recommending an alternate intervention such as A+nyWhere Learning System (A+LS).
  • Students should remain in Tier 1 for a minimum of 9 weeks.
  • School level screenings may take place.
  • If, after 9 weeks of progress monitoring and interventions, progress is not being made at an appropriate rate to close the achievement gap, then the student should be referred to Tier 2.

Behavioral Process

  • These students receive supplemental intervention(s). For example, social Intervention Teams, social skills groups, classroom modifications, behavior contracts, school psychologist consults, etc.
  • Progress monitoring occurs (at least) bi-monthly to ensure that the intervention is appropriate using a behavioral and emotional screening system or functional behavior analysis system to determine effectiveness of various interventions used.
  • Observations should take place and data collected.
  • As long as the student makes progress, they should continue the intervention and remain at Tier 1 to improve behavior.
  • If NO progress is being made, a new research based intervention should be implemented after a minimum of 4.5 weeks.  School psychologists and counselors may assist in selecting alternate interventions.
  • Students should remain in Tier 1 for a minimum of 9 weeks.
  • School level screenings may take place.
  • If, after 9 weeks of progress monitoring and interventions, progress is not being made at an appropriate rate to close the achievement gap, then the student should be referred to Tier 2.

Tier 2

Students who continue to show lack of progress with the general education and Tier 1 interventions appropriately in place
RTI Team meeting required

Academic Process

  • RTI Team meets to determine an appropriate new intervention plan.
  • Students receive supplemental research based interventions for a minimum of 45 minutes 3 times per week or 30 minutes per day.
  • Referral to and consultation with Intervention Specialist in grades 6-12.
  • Interventions may be recommended by the RTI team and/or school psychologist.
  • Academic progress is monitored more frequently (at least weekly).
  • After 6 weeks of appropriate implementation of an intervention, students who are not making progress will try an alternate intervention to be determined by RTI team such as the A+nyWhere Learning System (A+LS), DynEd, Academy of READING/MATH.
  • Strategies and Interventions used in Tier 1 should continue.
  • Students should remain in Tier 2 a minimum of 12 weeks.
  • School level screenings may take place.
  • Students who continue to show lack of progress may be referred for additional testing by the school psychologist.

Behavioral Process

  • RTI Team meets to determine an appropriate new intervention plan.
  • Students receive supplemental research based interventions.
  • Referral to and consultation with Intervention Specialist in grades 6-12.
  • Interventions may be recommended by the RTI Team and/or school psychologist.
  • A functional behavioral analysis should be completed as a means of making appropriate intervention plans.
  • Progress is monitored frequently (at least weekly).
  • After 6 weeks of appropriate implementation of an intervention, students who are not making progress will try an alternate intervention to be determined by the RTI Team.
  • Strategies and Interventions used in Tier 1 should continue.
  • Students should remain in Tier 2 a minimum of 12 weeks.
  • School level screenings may take place.
  • Students who continue to show lack of progress may be referred for additional testing by the school psychologist.

Tier 3

RTI Team meeting with school psychologist required for eligibility determination

Academic Process

  • The student’s Special Education IEP, Gifted or ESOL plan will dictate additional accommodations and modifications to be used.

Behavioral Process

  • The student’s Special Education IEP will dictate additional accommodations and modifications to be used.
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