THE RTI MODEL
RTI is an acronym for Response to Intervention. The RTI Model is comprised of four tiers. The four tiers each represent a different way of learning that your child will experience in school.
Tier I consists of Standards-Based Classroom Learning. That means that students participate in general education learning. General education learning includes but is not limited to implementation of the Georgia Performance Standards (GPS), progress monitoring of learning through formative assessments, positive behavior supports, and universal screening to target groups in need of specific supports.
Tier II, which is called Needs-Based Learning, consists of standard intervention protocols for identifying and providing interventions based on individual needs and on-going progress monitoring. Tier II is used in addition to Tier I.
Tier III is SST-Driven Learning. This means that in addition to Tier I and Tier II, students that have been targeted participate in learning that is intensive and their progress is frequently monitored. Their progress is analyzed and based on those results, it is determined whether or not they require special education services. If a child requires special education services, the child progresses to Tier IV.
In Tier IV, the child is introduced to Specially-Designed Learning. The students who are a part of Tier IV participate in specialized programs and their progress is also monitored. However, students in Tier IV have their progress monitored more often than students who are in Tiers I, II, or III.
For more information on the RTI Model, please follow this link to the Georgia Department of Education's handbook on the RTI Model: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/RTI%20document%20Full%20Text.pdf.
RTI is an acronym for Response to Intervention. The RTI Model is comprised of four tiers. The four tiers each represent a different way of learning that your child will experience in school.
Tier I consists of Standards-Based Classroom Learning. That means that students participate in general education learning. General education learning includes but is not limited to implementation of the Georgia Performance Standards (GPS), progress monitoring of learning through formative assessments, positive behavior supports, and universal screening to target groups in need of specific supports.
Tier II, which is called Needs-Based Learning, consists of standard intervention protocols for identifying and providing interventions based on individual needs and on-going progress monitoring. Tier II is used in addition to Tier I.
Tier III is SST-Driven Learning. This means that in addition to Tier I and Tier II, students that have been targeted participate in learning that is intensive and their progress is frequently monitored. Their progress is analyzed and based on those results, it is determined whether or not they require special education services. If a child requires special education services, the child progresses to Tier IV.
In Tier IV, the child is introduced to Specially-Designed Learning. The students who are a part of Tier IV participate in specialized programs and their progress is also monitored. However, students in Tier IV have their progress monitored more often than students who are in Tiers I, II, or III.
For more information on the RTI Model, please follow this link to the Georgia Department of Education's handbook on the RTI Model: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/RTI%20document%20Full%20Text.pdf.