Response to Intervention (RtI) refers to a tiered framework of services in which research-based instruction is matched to the specific academic or behavioral needs of students. Student instructional needs are “data-driven” or, in other words, determined by a variety of methods including, but not limited to, MAP test scores, progress toward grade level benchmarks for the common core standards, Curriculum-based assessments (CBA’s), and behavioral responses to the Positive Behavior Intervention Supports (PBIS) programs. When grade level teams identify students that are not making progress in a particular skill area, small groups are formed to provide these identified students with specific interventions to assist them in gaining these skills.
Students’ progress is monitored over the course of the intervention to determine whether the skill or skills are mastered. If the skill(s) are mastered, the students move out of that RtI group; if not, students are provided with additional interventions that may include increased time, intensity, and duration. RtI groups are flexible, as students move in/out throughout the year depending on their progress toward the desired goal, and response to interventions.
RtI in the School District of Janesville (SDJ) was initiated to help increase the probability of success for all students by taking a collaborative look at our system of supports for students and teachers. The purpose is not to create something that is new or different but to see what SDJ has to offer and to fill in where supports are lacking. The RtI process allows for establishing shared goals, contributions and accountability between the school and home setting.