Response to Intervention, or RtI, is a practice that ensures all learners receive high-quality instruction based on specific individual needs. Many schools across our state and country have developed RtI teams that develop a framework to aid staff in presenting the best possible instruction. Many who are familiar with RtI mistakenly think it is directed at students who are at risk. However, research has been completed that has proven RtI benefits all learners, including those who are gifted.
Typically, RtI consists of three tiers of instruction:
Tier 1 - This is the curriculum instruction that all learners receive in the classroom. It is aligned with state and national standards. It is expected that when taught effectively by high-quality teachers, most students will be proficient and meet the expectations for their grade level. When not successful at tier 1, some students will require additional modifications to instruction.
Tier 2 - This tier includes students who do not meet the expectations established in tier 1. Some students at their tier are considered at risk for failure, though they are not always classified as a high risk. The specific needs of the learner will be identified through an assessment process and they will receive instruction with interventions in a small group setting. This is much more individualized than the instruction given during tier 1, which is given to an entire classroom. These smaller groups could have anywhere from 5-8 students.
Tier 3 - Students who are at tier 3 are considered high risk for failure and must be responded to. Their needs are also identified through an assessment process. They are given instruction with interventions in smaller groups than tier 2, usually 2-5 students per group. Some may receive one-on-one instruction.
It may seem that RtI is only used with students at risk for failure. This is not always the case. RtI is used to ensure that all learners are showing growth. A student may be gifted in mathematics, but not "labeled" gifted in ELA. The classroom setting may be entirely gifted, or a mix between gifted and regular education learners. A gifted student may not be challenged or motivated by the general curriculum. Services may need to be altered to meet each child's individual needs. RtI is a systematic process used to meet those needs with research-based strategies. Let's take a look at what each tier of instruction may represent for gifted learners:
Tier 1 - Students will receive curriculum instruction, though differentiation will likely take place. A majority of gifted learners will show a mastery of the expected content and will require an advanced learning environment to show growth.
Tier 2 - Content acceleration will take place here as students move forward in the curriculum, with support, as they demonstrate mastery towards the accelerated content. As the need for acceleration arises, appropriately scaffolded activities become available to the student based on the data acquired.
Tier 3 - Content enrichment will take place here as students explore beyond the curriculum boundaries, including skills and experiences. They may work on small group or independent projects that showcase application of extended content knowledge in a challenging way. Provided support is more intensive and individualized to address strengths and interests.
A team is usually established because of the amount of time required to identify students, analyze assessment data, identify potential misconceptions or issues, organize small groups, develop appropriate instructional interventions, create a schedule, and plan future instruction. Students show growth as they continue to receive core instruction during whole group class time and the interventions put in place during small group time. Their progress is monitored by the RtI team and adjustments are made according to this progress. Students could be placed in different tiers throughout the school year depending on their current success with the content being taught. Some students may be successful in tier 1 during one subject area, but may be tier 3 for a different subject. It is up to their classroom teacher to identify where the students belong and act accordingly. As much as RtI is targeted towards assisting students who appear at risk, it is designed to provide meaningful instruction to all learners. With this goal in mind, RtI can also prove effective when providing support to gifted learners as well.
For more information on Response to Intervention, please visit http://www.rti4success.org/
Resources Used:
Morin, A. (2014, June). Understanding response to intervention. Retrieved from: https://www.understood.org/en/school-learning/special-services/rti/understanding-response-to-intervention
Shapiro, E. Tiered instruction and intervention in a response-to-intervention model. Retrieved from: http://www.rtinetwork.org/essential/tieredinstruction/tiered-instruction-and-intervention-rti-model#top
Typically, RtI consists of three tiers of instruction:
Tier 1 - This is the curriculum instruction that all learners receive in the classroom. It is aligned with state and national standards. It is expected that when taught effectively by high-quality teachers, most students will be proficient and meet the expectations for their grade level. When not successful at tier 1, some students will require additional modifications to instruction.
Tier 2 - This tier includes students who do not meet the expectations established in tier 1. Some students at their tier are considered at risk for failure, though they are not always classified as a high risk. The specific needs of the learner will be identified through an assessment process and they will receive instruction with interventions in a small group setting. This is much more individualized than the instruction given during tier 1, which is given to an entire classroom. These smaller groups could have anywhere from 5-8 students.
Tier 3 - Students who are at tier 3 are considered high risk for failure and must be responded to. Their needs are also identified through an assessment process. They are given instruction with interventions in smaller groups than tier 2, usually 2-5 students per group. Some may receive one-on-one instruction.
It may seem that RtI is only used with students at risk for failure. This is not always the case. RtI is used to ensure that all learners are showing growth. A student may be gifted in mathematics, but not "labeled" gifted in ELA. The classroom setting may be entirely gifted, or a mix between gifted and regular education learners. A gifted student may not be challenged or motivated by the general curriculum. Services may need to be altered to meet each child's individual needs. RtI is a systematic process used to meet those needs with research-based strategies. Let's take a look at what each tier of instruction may represent for gifted learners:
Tier 1 - Students will receive curriculum instruction, though differentiation will likely take place. A majority of gifted learners will show a mastery of the expected content and will require an advanced learning environment to show growth.
Tier 2 - Content acceleration will take place here as students move forward in the curriculum, with support, as they demonstrate mastery towards the accelerated content. As the need for acceleration arises, appropriately scaffolded activities become available to the student based on the data acquired.
Tier 3 - Content enrichment will take place here as students explore beyond the curriculum boundaries, including skills and experiences. They may work on small group or independent projects that showcase application of extended content knowledge in a challenging way. Provided support is more intensive and individualized to address strengths and interests.
A team is usually established because of the amount of time required to identify students, analyze assessment data, identify potential misconceptions or issues, organize small groups, develop appropriate instructional interventions, create a schedule, and plan future instruction. Students show growth as they continue to receive core instruction during whole group class time and the interventions put in place during small group time. Their progress is monitored by the RtI team and adjustments are made according to this progress. Students could be placed in different tiers throughout the school year depending on their current success with the content being taught. Some students may be successful in tier 1 during one subject area, but may be tier 3 for a different subject. It is up to their classroom teacher to identify where the students belong and act accordingly. As much as RtI is targeted towards assisting students who appear at risk, it is designed to provide meaningful instruction to all learners. With this goal in mind, RtI can also prove effective when providing support to gifted learners as well.
For more information on Response to Intervention, please visit http://www.rti4success.org/
Resources Used:
Morin, A. (2014, June). Understanding response to intervention. Retrieved from: https://www.understood.org/en/school-learning/special-services/rti/understanding-response-to-intervention
Shapiro, E. Tiered instruction and intervention in a response-to-intervention model. Retrieved from: http://www.rtinetwork.org/essential/tieredinstruction/tiered-instruction-and-intervention-rti-model#top