RTI (Response to Intervention) is a system that, through the process of assessment and intervention, allows school students to receive specific services that aim to prevent behavioral problems and increase their level of academic achievement. It is important to note that RTI does not necessarily relate to special education. It is a school-wide multi-level prevention system that suits every student but can also be used to detect learning disabilities.
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What are the four components of the RTI?
RTI consists of four main components: universal screening, progress monitoring, multi-level prevention system, and data-based decision making. The first component implies that schools are trying to identify pupils with a high risk of a study failure. The second component is rather self-evident: student’s progress is taken into account by facilitators. The third component allows the conductors of RTI to arrange the intervention process with regard to a student’s responsiveness. The fourth component involves data collection for further adjustment of intensity and nature of interventions. It is important to keep in mind that the third component (intervention system) has three levels – primary, secondary and tertiary.
How does RTI support students?
The purpose of RTI is to sort those students who need minor academic support from those who need more attention. With the help of universal screening and progress monitoring, children are eventually divided into three groups following their achievement. The majority of pupils (nearly 80%) would experience the primary level of intervention, which is basic and mandatory for all. Those who show no signs of benefiting from primary level experience secondary level (10-15% of students) or in the hardest cases tertiary level (5-10 % of students) intervention. For secondary level students, supplemental group systems are provided, while tertiary level students can enjoy specialized and individualized systems. If a student fails to give an adequate response to the particular intervention level, facilitators might consider changing it. As a result, such division makes academic progress achievable for every student.