A model RTI (RESPONSE TO INTERVENTION) program is a diagnostic-perspective, research-based structured learning system. It is a particularly effective early intervention strategy for children with or at risk for disabilities in reading and mathematics.

To put it short, it is a tier system that was made to help students who may have difficulties in various aspects of the classwork.

The tier system consists of three levels:

• Tier 1 (Primary Instruction)
• Tier 2 (Secondary Instruction)
• Tier 3 (Intensive Instruction)

Tier 1

- Tier 1 is general classroom teaching which is effective to around 80-85% of the general students. Typical strategies are used at this level, this includes teachings along with behavior & classroom management.

Tier 2

-Tier 2 is for the students who are not up to standard at tier 1. This tier goes more in-depth in the areas the students lack. At this tier, different teaching strategies and methods are used. The progress of the student is monitored and detailed to know if the child needs to go further.

Tier 3

-Tier 3 is for the students who have not met the expectations of tier 2. This takes them into more in-depth more one-on-one teaching with extreme methods. At this level, the teaching is usually carried out by special educators, reading specialists, etc. From here on out, after monitoring the students, if they are not making progress, they are referred to special education services.

MONITORING

When teachers monitor the students, they must make:

• Educated decisions
• Keep information private until it is time to pass on the proper individuals that will help the student progress

Numbers alone from the RTI system are not enough information to determine if the student is eligible for specific special education. Some questions you need to find the answer to determine are:

• Has the student had consistent instruction that included research-based methods?
• Has the student had frequent absences or other interferences with consistent instruction?
• Are there specific patterns of performance that can be noted by looking at the progress monitoring data and classroom performance?
• Does the student have specific difficulties in one area of academic achievement and classroom performance or is the student struggling across multiple areas or skills?