Links » Response to Intervention

Response to Intervention

Tammy Steffen - Principal
Cindy Souva - MTSS/RtI Coordinator


What is RtI?

Response to Intervention (RTI)
 is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction.


Tier 1- Core Classroom Instruction
Tier 2- Supplemental Instruction within the classroom
Tier 3- Supplemental Instruction in small groups or one-on-one
Tier 4- Special Education Services


Multi-Tiered Systems of Support (MTSS) is an integrated, multi-tiered system of instruction, assessment, and intervention designed to meet the achievement and behavioral needs of all learners. It is a framework designed to ensure high-quality instruction. The MTSS framework aligns to the Michigan Continuous School Improvement Process. The essential components to MTSS include: Instruction and Intervention, Data and Assessment, Implementation of Evidence-Based Practices, Problem-Solving, and Stakeholder/Family Involvement. (Wayne RESA website)


Assessments and Data Collection:

Acadience Reading formerly known as Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next), DRA and NWEA are used as assessment tools to help us determine who may need additional support in the art of Reading.


Progress Monitoring

Throughout the RtI process, student progress is monitored to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.

  • Can be used to determine if students receiving interventions are making adequate progress
  • Making Progress is not enough-children must be closing the gap
  • Helps teachers plan instruction by providing in-depth information about student’s skills and instructional needs

What is used to Progress Monitor?

  • Skill Assessments
  • Acadience Reading (Formerly known as DIBELS Next)
  • LLI-Running Records
  • DRA Progress Monitoring passages

How do we staff our RtI/MTSS team?

RtI/MTSS Coordinator is a teacher on staff.  The RtI/MTSS Coordinator's responsibilities include, collecting and inputting all data, making groups schedules, running meetings for the RtI/MTSS team and offering support to the RtI/MTSS staff.


What Programs are used for RtI/MTSS?

LLI-Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group, supplementary intervention program designed for young children who struggle with reading and writing.

Do the Math-Created by Marilyn Burns, along with a team of Math Solutions master classroom teachers, Do The Math® gives students who have fallen behind the chance to catch up and keep up. Focusing on Number and Operations, the cornerstone of elementary mathematics, the program teaches students the basics of math—computation, number sense, and problem solving. Do the Math helps students develop the skills they need to compute with accuracy and efficiency, the number sense they need to reason, and the ability to apply their skills and reasoning to solve problems.