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RTI

Response to Intervention Information
Response to Intervention (RTI) is a school-wide model of student support used to determine if a student is responding to classroom instruction and progressing as expected. The foundation of RTI in our schools is strong core instruction happening in all classrooms. We also use screening data to identify students who need additional instructional assistance, known as intervention. We then design specific plans for those students at-risk of not progressing as expected. This approach enables educators to focus on meeting the learning needs of all students, and monitor their progress systematically. All interventions used under RTI should be ‘research-based’: shown through rigorous research to be effective in school settings. This page includes a link to the RTI plan currently in place in the Bedford Central School District.

Download the District RTI Plan

Background- What is RTI?
RtI is a multi-tiered, problem-solving approach that identifies general education students struggling in academic and behavioral areas early and provides them with systematically applied strategies and targeted instruction at varying levels of intervention. The core principles of RTI include:
  1. Student services are arranged in a multi-tier model
  2. Data are collected to assess student baseline levels and to make decisions about student progress (i.e., universal screening)
  3. Interventions are “evidence-based”
  4. The procedural integrity of interventions in measured
  5. RTI is implemented and developed at the school- and district-level to be scalable and sustainable over time
RtI represents an important educational strategy to close achievement gaps for all students, including students at risk, students with disabilities and English language learners, by preventing smaller learning problems from becoming insurmountable gaps. It has also been shown to lead to more appropriate identification of and interventions with students with learning disabilities. Each day educators make important decisions about students' educational programs, including decisions as to whether a student who is struggling to meet the standards set for all children might need changes in the nature of early intervention and instruction or might have a learning disability. This decision as to whether a student has a learning disability must be based on extensive and accurate information that leads to the determination that the student's learning difficulties are not the result of the instructional program or approach. RtI is an effective and instructionally relevant process to inform these decisions.

The NYS framework for RTI indicates the following: 
  • Appropriate instruction delivered to all students in the general education class by qualified personnel. Appropriate instruction in reading means scientific research-based reading programs that include explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies.
  • Screenings applied to all students in the class to identify those students who are not making academic progress at expected rates.
  • Instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards.
  • Repeated assessments of student achievement which should include curriculum based measures to determine if interventions are resulting in student progress toward age or grade level standards.
  • The application of information about the student’s response to intervention to make educational decisions about changes in goals, instruction and/or services and the decision to make a referral for special education programs and/or services.
  • Written notification to the parents when the student requires an intervention beyond that provided to all students in the general education classroom that provides information about the:
    • amount and nature of student performance data that will be collected and the general education services that will be provided;
    • strategies for increasing the student’s rate of learning; and
    • parents’ right to request an evaluation for special education programs and/or services.

Important RTI Links and Sites
  • Intervention Central This site contains free tools and resources to help school staff and parents to promote positive classroom behaviors and foster effective learning for all children and youth. The site was created by Jim Wright.
  • Progress Monitoring Web ResourcesThe National Center on Student Progress Monitoring (NCSPM) has exciting downloadable articles, PowerPoint presentations, FAQs, and additional resources about student progress monitoring, Curriculum-Based Measurement, applying decision making to IEPs and other researched based topics. All of our publications are designed to inform and assist audiences in implementing student progress monitoring at the classroom, building, local or state level.
  • National Center on RTI  the one place to find all you need to know about Response to Intervention. Use the graphic on the homepage to navigate through and learn about the the Essential Components of RTI.