Jarret is a fifth-grade student who is struggling in math. His teacher notes that he seems to understand the material but has a difficult time remembering the specific steps to solving the problems on his homework. Describe how the RTI process can be used to help Jarret with his difficulties in math.

Question

What will be an ideal response?

Answer 1

Students should describe the RTI process in their response. RTI is a multitiered system of support in which students are exposed to several levels of tiers of intensive, instructional intervention. Tier 1 is offered to all students and includes exposure to interventions via whole-group instruction. This would mean that Jarret would be participating in core math instruction with no other outside or additional supports in math. Within the first tier, all children are screened after they have been exposed to the whole-group, research-based instruction. Children who are still having difficulties move to Tier 2 to receive more intensive instruction and intervention. Services at the Tier 2 level are provided in small group settings and serve as supplements to what is being learned in the whole-group setting. If Jarret is identified by the screening tool as still struggling in math, he should be moved to Tier 2 in which he could receive additional supports in math: small group preteach or reteach groups, staying after class with his math teacher to get extra help, or receiving additional math support during core instruction from the resource teacher. Finally, children who are still not making progress after receiving more intensive interventions in Tier 2 are moved to Tier 3 in which they receive individualized and highly intensive services. Interventions at this level are typically provided by specialized instructors. If progress monitoring data shows that Jarret is still not making progress in math with his Tier 2 intervention, he should be provided with Tier 3 supports and services in math. These services may include individualized instruction provided by the resource teacher outside of the general education environment. If the child still shows no progress after advancing through the tiers of support, then a referral for special education is made. Student progress is monitored with each intervention. These data are used to determine when students are or are not making progress and require a change in placement within the tiers.