Acronyms or abbreviations that will be used on this page:
Information from the: Indiana Department of Education: Response to Instruction (RtI)-Foundations for Implementation
RtI is the acronym for “Response to Intervention,” referring to how teachers and other staff will “intervene” in order to increase
students’ learning. However, IDOE’s RtI Committee chose different wording for the acronym—Response to Instruction—which
places the emphasis on how teachers will continually change and adapt their instruction to correspond to individual
student needs. Even though the difference is subtle, the committee believed strongly that Response to Instruction conveyed the
message of teachers’ focus on instruction as the key to improved student learning.
Definition of Response to Instruction: RtI is the systemic process of meeting the educational needs of all students through
professional accountability to ensure:
- IN DOE-Indiana Department of Education
- RTI-Response to Intervention/Instruction
Information from the: Indiana Department of Education: Response to Instruction (RtI)-Foundations for Implementation
RtI is the acronym for “Response to Intervention,” referring to how teachers and other staff will “intervene” in order to increase
students’ learning. However, IDOE’s RtI Committee chose different wording for the acronym—Response to Instruction—which
places the emphasis on how teachers will continually change and adapt their instruction to correspond to individual
student needs. Even though the difference is subtle, the committee believed strongly that Response to Instruction conveyed the
message of teachers’ focus on instruction as the key to improved student learning.
Definition of Response to Instruction: RtI is the systemic process of meeting the educational needs of all students through
professional accountability to ensure:
- Delivery of scientific, research-based core curriculum and instruction
- Ongoing monitoring of student data to assess the effectiveness of instruction
- Determination and delivery of targeted and intensive individualized student supports
RtI Is Not …
- A special education initiative
- Intent on decreasing or increasing special education
numbers - A product or kit to add on to the daily routine
- Focused on documentation of evidence to remove a
student from general education
RtI Is …
- A systemic process that aligns all school improvement
goals - Intent on ensuring all students meet or exceed
proficiency standards - An instructional model designed to benefit all students
through greater continuity of services - Focused on effective instruction to enhance the academic
learning of all students
Response to Instruction
- When students are unsuccessful in the core curriculum
or have demonstrated proficiency, their teachers review
the student data and adjust instructional practices
including intensity and duration to meet the students’
goals. - Teachers modify, support, and extend instructional
practices based on individual student goals/needs. - Student growth and goals are measured weekly or
biweekly through formative assessments and progress
monitoring. - Data analysis and instructional decisions are made
through discussions in school teams. - All teachers are responsible for meeting the goals of all
students with program specific teachers (e.g., special
education, Title I, ELL, special area, high ability, and
instructional coaches) being integrated with classroom
teachers to implement the tiers of instructional support.
Traditional Approach
- Students who are unsuccessful with the core curriculum
are referred to and often placed in special programs that
include instruction in pull-out classrooms. - Teachers primarily use the same instructional methods
for all students. - Student growth and needs are determined sporadically
and/or over extended periods of time (e.g., end-of-
semester exams; ISTEP+). - Data review and instructional decisions are made in
isolation by individual teachers. - Special education teachers hold the main responsibility
for students who are not succeeding in the core
curriculum.
RTI: What is It???
Personal notes and/or
additional explanations
will have a ***before it.
additional explanations
will have a ***before it.
Core Principles
Indiana Department of Education: RtI Belief Statements
Indiana Department of Education: RtI Belief Statements
- We believe teachers can teach all students so they achieve their learning goals.
- We believe that strong leadership at the state, district, and school levels is essential to improving teaching and learning.
- We believe that the analysis of student data by administrators and teachers should guide curricular and instructional
decisions. - We believe that effective teachers use research-based interventions and instructional practices, including extensions to the
core curriculum in order to provide greater challenge and rigor. - We believe that effective teachers actively learn about their students’ cultures and seek to move from awareness to
acceptance and appropriate responsiveness by adapting curriculum and instruction to take into account students’ cultures. - We believe that schools must proactively involve parents and other community members to meet the needs of all learners.
- We believe teachers must meet in school teams to engage in frequent discussion regarding student performance data.
Tier 3-Instruction provides intense intervention to target specific, individual
student needs. It goes beyond the instructional and differentiated practices
typical of those within Tier 1 or Tier 2. For students with the most
significant needs, this requires explicit, intensive, and specifically designed.
This intensive level of instruction utilizes a combination of research and
evidence-based practices, a rigorous curriculum, a positive learning
environment, and frequent assessments to ensure the needs of all
students are met. If a student has not made adequate progress after an
appropriate period of time and has been provided with appropriate
instruction as described in Indiana Academic Code, (See Appendix
document: Indiana Article 7: Parent Notification Pertaining to
Intervention/Extension Instruction),
student needs. It goes beyond the instructional and differentiated practices
typical of those within Tier 1 or Tier 2. For students with the most
significant needs, this requires explicit, intensive, and specifically designed.
This intensive level of instruction utilizes a combination of research and
evidence-based practices, a rigorous curriculum, a positive learning
environment, and frequent assessments to ensure the needs of all
students are met. If a student has not made adequate progress after an
appropriate period of time and has been provided with appropriate
instruction as described in Indiana Academic Code, (See Appendix
document: Indiana Article 7: Parent Notification Pertaining to
Intervention/Extension Instruction),
Tier 2-Students who are struggling with content instruction in Tier 1 are
considered in need of additional support in Tier 2. Provides strategic,
targeted extensions in addition to the core curriculum and instruction
present at Tier 1. Data from consistent progress monitoring are used to
guide the intensity, duration, and frequency of instruction and vary based
on individual learning goals.
considered in need of additional support in Tier 2. Provides strategic,
targeted extensions in addition to the core curriculum and instruction
present at Tier 1. Data from consistent progress monitoring are used to
guide the intensity, duration, and frequency of instruction and vary based
on individual learning goals.
Tier 1-Instruction refers to research-based core classroom curriculum and
instruction for all learners that focus on the essential elements of a
subject. Identified students with high abilities in a particular subject or
content are grouped together in one class (cluster group, multi-age,
self-contained) to receive a more advanced core curriculum with accelerated
and more in-depth instruction
instruction for all learners that focus on the essential elements of a
subject. Identified students with high abilities in a particular subject or
content are grouped together in one class (cluster group, multi-age,
self-contained) to receive a more advanced core curriculum with accelerated
and more in-depth instruction
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| From RTI Action Network: Tier I-Core Instruction All students in Tier 1 receive high-quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support. Tier II-Group Interventions Students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Tier III-Intensive Interventions Students receive individualized, intensive interventions that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems. |