Response to Intervention
The tenets of RTI remind us to design interventions to amplify instruction instead of sidelining students to skill-and-drill that takes them further from engaged, proficient reading. Progress will occur if we focus on coordinating efforts within and between instructional supports to emphasize acceleration through the targeted instruction students need to succeed.
What We Understand About Response to Intervention
Response to Intervention (RTI) is an initiative designed to ensure that all students benefit from standards-based curriculum, high-quality instruction, appropriate interventions, and close monitoring of progress. RTI aims to close achievement gaps by early identification of minor learning challenges and intervening, or instructing to meet the student’s specific needs, so that the gaps do not become insurmountable. RTI is a multi-tiered, problem-solving approach that identifies students at risk early on in academic and behavioral areas and provides them with systematically applied, research-based instructional strategies at increasing levels of intensity and frequency.
365体育外围投注In Mamaroneck, RTI is multi-faceted. Our definition encompasses well-designed, differentiated core curriculum (core instruction for all students) as well as targeted and tiered interventions to meet students’ specific needs in reading from Kindergarten through Grade 5. In practice, quality differentiated instruction and targeted interventions are in place in reading at the elementary, middle school, and high school levels in Mamaroneck. RTI begins with high quality research-based instruction in the general education setting provided by the general education teacher. Instruction is matched to student need through provision of differentiated instruction in the core curriculum and supplemental intervention delivered in a multi-tier format with increasing levels of intensity and targeted focus of instruction.
365体育外围投注Additionally, Academic Intervention Services (AIS) are provided in mathematics at the elementary and secondary levels.