Smith County School District is committed to helping all children succeed. Three times a year, students are given a universal screener, (AimsWeb Plus), to determine if a student needs extra support in Reading and/or Math. We have many ways to help children who are struggling to learn and who need additional support to be successful. Response to Instruction and Intervention (RTI²) is one form of support.

Our goal is to have all students reading on grade level by third grade. Third grade is an important marker for reading proficiency. Children who are reading on grade level by third grade are more likely to graduate from high school, enter and complete post-secondary programs, and remain gainfully employed later in life. We are dedicated to providing your child with the support they need to reach these outcomes and small group instruction is a great opportunity to target the specific gaps in reading skills your child is experiencing.

What is RTI² and what does the RTI² Framework look like?

RTI is a multi-tiered delivery system that uses a data-driven problem-solving model to identify specific student needs and match appropriate instructional strategies.

The RTI² Framework has three tiers. Each tier provides differing levels of support.

● In Tier l, all students receive research-based, high-quality, general education instruction that incorporates ongoing universal screening and ongoing assessment to inform instruction.

● In Tier ll, intervention is implemented when assessment indicates that a student is not making adequate gains from Tier I instruction alone. In addition to Tier I instruction, students are provided small group interventions designed to meet their specific needs. These students are progress monitored weekly or every other week using a tool that is sensitive to measuring changes in the student’s individual skills.

● In Tier III, more intensive interventions are provided to students who have not made significant progress in Tier II, who are more than 1.5 grade levels behind, or who are below the 10th percentile. These students are progress monitored weekly or every other week using a tool that is sensitive to measuring changes in the student’s individual skills.

What are the key components of the RTI² Framework?

● A key component of RTI² is that all children receive high-quality curriculum and instruction in the general education classroom (Tier l).

● Another component of RTI² is that the school conducts universal screenings. Universal screenings review the performance and progress of all students through brief assessments. Universal screenings help schools identify students who may need more support or other types of instruction. As a result of universal screenings, students may be identified as needing targeted intervention (Tier ll) in addition to the high quality instruction they are receiving in Tier l. Research-based interventions are used to support students in the area(s) in which they are struggling. Research-based interventions are teaching strategies or methods that have been proven effective in helping children learn.

● Another key component of RTI² is progress monitoring. Progress monitoring is a way for teachers to take a snapshot of how children are doing on a specific skill. It shows how well the intervention is working. It includes formal and informal assessments. Progress monitoring helps determine whether an intervention is successful or needs to be changed. This information is shared with parents on a regular basis. When progress monitoring indicates that the intervention is no longer needed, the child continues to receive support from the general education curriculum (Tier I). When progress monitoring shows that a child is not responding to the intervention, another approach or intervention may be tried. If a higher level of support is needed, students may be given more intense intervention that further focuses on the supporting skills they need to be successful learners (Tier lll). Students who do not respond to Tier III interventions may be referred for special education.

What if I think my child needs special education?

If at any time parents become concerned that their child needs special education, they should contact their child’s teacher or administrator. Other forms of evaluation, in addition to information gathered through the RTI² framework, are needed to determine if a student is eligible for special education services. In order for these evaluations to be conducted, a parent’s written consent is required.

Here are a few ways parents can support what their child is doing in school:

● Make reading an everyday habit at home

● Communicate with your child’s teacher

● Monitor and assist with homework assignments

● Review progress monitoring data

● Share your child’s successes

● Learn more about the curricula and interventions being used in your child’s school

● Attend parent/teacher conferences and other school meetings about your child.

You can also help your child with these skills at home! Here are a few suggestions for ways to support your child’s literacy skills at home:

● Read a book together with your child

● Practice sounding out words and talking about letters and sounds

● Practice reading the same words and stories over and over to build fluency

Talk to your child’s teacher or principal for more information about how RTI² is being implemented in your child’s school.

Adapted from: A Parent Advocacy Brief written by the National Center for Learning Disabilities

For more information, please contact:

Sarah Lankford, SCMS Literacy Leader

sarah.lankford@smithcoedu.net

615-735-8277