Module 2 Activity 1: RtI Process
Jean Kang
If you are new to the RtI Process (likely degree seeking students in class), answer
the set of questions below in a minimum of 300 words double-spaced. Seek out
other resources if needed to fully answer the questions. Reference learning
materials in your narrative with a brief citation (name, date, page) in text.
• A. What is the purpose of RtI and who is involved?
• B. What is the structure of RtI? The tiers and dimensions considered? (hint:
Instructional Edge 2.1)
• C. When in the decision-making process is RtI implemented and what happens
before and after?
• D. What happens if a student does not respond after interventions at Tier 3?
Though I have one year of experience of teaching at a public school, the
pandemic started in March, just a week after a student of mine was referred to an RtI
program. So, with limited experience with RtI, I choose to take this set of questions.
RtI is a data-driven and structured process. The purpose of RtI is to analyze a
student’s learning problems. It is applied to avoid, if possible, the need for special
education (Friends M., & Bursuck W.D., 2019, pp301). It is a strategy to address a wide
variety of student academic and behavior needs across all school levels (Friends M., &
Bursuck W.D., 2019, pp299). It can also serve as a precursor of assessment in deciding
if a student has learning disabilities (nsc.instructure.com). It is normally used by the
general teacher. A prereferral team consisting of a general teacher, a special service
personnel, and an administrator, is usually involved in RtI.
RtI is based on the assumption that about 80% students are able to learn if they
receive high-quality instruction, 15%-20% of students can learn from moderately
intensive instruction and the remaining 5-10% students need highly intensive
instructions and possibly special education services. RtI normally has three tiers
interventions, which form a structure of pyramid, with tier 1 at the bottom as the least
intensive, addressing the largest group of students and tier 3 as the most intensive
addressing the smallest group of students. The table below summarized the 3 tiers of
interventions based on Friend, M. & Bursuck, M.D. (2019, pp 301-303).
Table 1. The structure and dimension of RtI interventions
Tier 1 Tier 2 Tier 3
Type of Least intensive and Research-based Highly intensive
intervention usually used for the programs and intervention that are
entire classroom to strategies that tailored to individual
enhance one aspect supplement, needs. Examples:
of learning. enhance and teaching specific
support Tier 1 strategies to
instruction, such as improve vocabulary,
peer tutoring, comprehension, or
repeated reading. pre-algebraic math
skills.
Frequency - 3-4 times a week 5 times a week
Duration - Typically, 30 mins Typically, 45 mins a
a session session
Location General classroom General education Away from general
setting education
classroom
Group size Entire class 6-10 in JHS or Less than 4 or 1:1
SHS, 3-4 in ES
Implementer General education General education Specialist,
teacher teacher psychologist,
special educator
The RtI is implemented when a general education teacher finds out learning or
behavior problems from a student and has used simple interventions but did not see
any improvement. Then she seeks help to her school, and often a prereferral team is
set up to help with further interventions, called Response-to-Intervention (RtI). The
prereferral team constitutes of general teachers, special service personnel and an
administrator. Teachers who want to “bring a student to the team’ complete an
information form to describe the problem. And the team discuss strategies to try to
solve the problem. The general education teacher implements the strategy if RtI is
decided to initiate. If a student does not respond to increasingly intensive
interventions until the most intensive, tier 3 interventions, or to say, the increasingly
intensive interventions do not solve the learning or behavior problem of the student,
then the prereferral team considers special education as an option. They need
contact the parents and establish the multidisciplinary team (MDT) which consists of
parents, educators, specialists and others. A consent is obtained from the parents
and an assessment for special education formally begins.
Reference
Friend, M. & Bursuck, W. D. (2019) Including Students with Special Needs: A
Practical Guide for Classroom Teachers (8th Ed.). New York, NY: Pearson
EDU203 O2 Modules. (N.D.) Retrieved on July 10 from
https://nsc.instructure.com/courses/2895672/pages/m2-online-
activities?module_item_id=56819215
