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What is RtI?

Response to Intervention (RtI) is an approach used by Florida schools to provide support for struggling students.  RtI is not special education, but a way to intervene early so that all students can be successful.  It provides interventions and support that can be adjusted depending on a student’s progress. 

The RtI process uses three levels of instruction that build on one another.  Each level provides a more intensive “tier” of support than the previous level.

The student’s progress toward meeting grade-level academic and/or behavioral skills will be monitored throughout the school year and an individual student’s tier level can be adjusted as needed.


 
Chris Sandy
 Executive Director of Elementary
   Education - Grades K-5
 (352)236-0575
 Email

 
David Ellers
 Executive Director of
   Secondary Education
 (352)236-0579
 Email

 
Mark Vianello
 Executive Director of
   Student Services
 (352)671-6868
 Email

 
Voice 352-236-0575
FRS 800-955-8770
TTY 800-955-8771
 

The 3-Tier Model

Tier 1 – Core Instruction

The instruction that students receive in the general education classroom with their classroom teacher is called Tier 1 Core Instruction. It is expected that whole group instruction supplemented with differentiation within the classroom, should meet the needs of all students.  Student mastery of the core curriculum will be monitored using universal screenings including state or district-wide assessments. 

Tier 2 – Core Instruction & Targeted Interventions

Students not making adequate progress in Tier 1 are provided with more intensive services and interventions.  These students continue to receive the core curriculum in addition to targeted interventions, generally delivered in small groups during the student’s regular school day in the regular classroom.  Tier 2 instruction includes careful monitoring and charting of the progress each student is making.

Tier 3 – Core Instruction & Intensive Interventions

Students receive individualized, intensive interventions that target the student’s skill deficits.  Progress is monitored and charted frequently to make sure the student is doing well and to help the teacher decide whether he or she needs to make changes in instruction.  Students who do not respond to these targeted interventions could be considered for eligibility under the Individuals with Disabilities Education Act (IDEA).

3-Tier Model

 

Benefits of MTSS

MTSS...

  • Reduces the time a student waits before receiving additional instructional assistance, including special education, if needed.
  • Reduces the overall number of students referred for special education services and increases the number of students who succeed within general education.
  • Provides critical information about the instructional needs of the student, which can be used to create effective educational interventions.
  • Limits the amount of unnecessary testing that has little or no instructional relevance.
  • Ensures that students receive appropriate instruction, particularly in reading, prior to placement in special education.
  • School-wide screening is used to determine which students need closer monitoring or additional interventions.
  • Uses collaborative problem solving to develop, implement, and monitor interventions.
  • Continuously monitors student progress to determine if instruction/interventions are effective in meeting the needs of the student.
  • Allows parent involvement throughout the process.
  • Provides formal follow-up to ensure that the instruction/interventions were implemented as planned.

CURRICULUM AND INSTRUCTION DEPARTMENT

512 SE 3 Street Ocala
Florida 34471
USA

Voice 352-671-7505
FRS 800-955-8770
TTY 800-955-8771

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