These are typical concepts used when discussing RTI. Hopefully these definitions will help you more clearly understand what RTI is all about.
Response to Intervention (RTI)
Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities.
Accommodations are changes in instruction you make as an instructor that promotes their abilities in the classroom or in assessment/testing settings. Accommodations provide equity for children with disabilities. Accommodations can include any type of assistance to help a student better understand your subject matter or in the manner in which you assess that subject matter. Accommodations should reduce or even eliminate the effects of a child’s disability, but do not reduce or lower the standards or expectations for content. Appropriate accommodations do not invalidate assessment results.
Students At Risk for Poor Learning Outcomes
Students whose initial performance level or characteristics predict poor learning outcomes unless some type of academic intervention occurs to accelerate knowledge, skill, or ability development.
These are assessments that measure what a student understands, knows, or can accomplish in relation to a specific performance objective. They are used to identify a student's specific strengths and as well as weaknesses in relation to an age or grade level standard. It does not compare students to other students.
Curriculum-Based Measurement (CBM)
An approach to measurement that is used to screen students or to monitor student progress in mathematics, reading, writing, and spelling. Teachers and schools can assess individual responsiveness to instruction. A CBM tells teachers to revise their instruction when a student proves unresponsive to the instructional program.
When a teacher tailors the curriculum, teaching environments, and practices to create appropriately different learning experiences for students in order to meet each student’s needs. In so doing the teacher recognizes students’ varying interests, readiness levels, and levels of responsiveness to the standard core curriculum and to plan responsively to address these individual differences. The following four elements of a curriculum can be differentiated: content, process, products, and learning environment.
Educational practices and instructional strategies that are supported empirically by scientific research studies.
Fidelity of Implementation
The accuracy and consistency of delivery of instruction in the manner in which it was designed or prescribed according to research findings and/or developers’ specifications. The five aspects of fidelity are adherence, exposure, program differentiation, student responsiveness, and quality of delivery.
A form of evaluation used to plan one’s instruction. Student progress is systematically assessed to provide feedback to both the student and the teacher concerning learning successes and failures. Teachers can use formative assessments to diagnose skill, ability, and knowledge gaps, measure progress, and evaluate instruction. Formative assessments may or may not be used for grading purposes.
IDEA stands for Individuals with Disabilities Education Improvement Act of 2004, and is also referred to as IDEA 2004. Originally passed in 1975 the law was revised in 2004. It is a federal statute related to providing a free, appropriate, public education and early intervening services to students with disabilities ages birth through 21.
Modifications are the alterations you make as an instuctor that change, lower, or reduce learning expectations. These modifications can increase the gap between the achievement of students with disabilities and expectations for proficiency at a particular grade level.
Comparing a student's performance to that of an appropriate peer group.
Primary Level of Intervention
The universal core program that all students receive.
An instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy, provides support as students learn the task, and then gradually shifts responsibility to the students. This enables students to accomplish as much of a task as possible without assistance.
A form of evaluation used to describe the effectiveness of an instructional program. With summative assessment, student learning is typically assessed at the end of a course of study or annually (at the end of a grade).
Tertiary Level of Intervention
Primary and secondary interventions to promote instruction. Tertiary level of intervention often occurs under the auspices of special education. Individualized education program (IEP) goals are set up; individualized student programs are formalized and monitored; and student progress data is used to determine when a student may return to secondary or primary prevention. Tertiary level of intervention is usually implemented on an individualized basis.
This glossary was compiled using the following resources: The RTI Glossary of Terms, the RTI Action Network Glossary, the National Center on Student Progress Monitoring, the National Center on Response to Intervention, the New Mexico Public Education Department RTI Glossary, the Georgia Department of Education RTI Glossary, the South Carolina Department of Education RTI glossary, and the North Carolina Department of Public Instruction RTI Manual Glossary.