Response to Intervention (RtI)
The Response to Intervention process (RTI) at the Kennedale Independent School District is designed to identify students who are struggling to make grade-level progress in academics or behavior and to provide interventions and support to help students make appropriate progress.
Framework of RTI
The Framework of RTI at Kennedale Independent School District includes four essential components.
Universal screening of all students at certain grade levels three times each year to identify students who may need interventions. Teachers use certain assessments to identify which students are struggling and with what knowledge and skill areas they have problems.
The campus Care Team or Student Assistance Team meets weekly to discuss the needs of students in the RTI process and identify students who may need to be referred to RTI. This team is made up of campus administrators, counselors, and teachers.
Regular interventions in small group settings are matched to the needs of the student. Interventions are aimed at specific identified academic or behavioral needs. These research based teaching strategies or methods may include reteaching prerequisite skills, breaking down the steps to solve problems, use of targeted instructional resources, additional practice in certain skills, technology based interventions, and more.
The student’s progress is regularly monitored and adjustments are made based on the student’s level of progress. Teachers look at assessment data and make observations to determine if an intervention is successful or needs to be changed. When students show adequate progress they may no longer receive RTI interventions, but will continue to be monitored to identify problems early. When a student does not show progress, the intervention grouping and delivery may be changed.
This framework will be implemented as appropriate to the student’s grade level. The RTI level, referred to as tiers, helps determine the intensity of instruction, frequency of interventions, and level of progress monitoring needed.
Tier I - High Quality Classroom Instruction and Screening
All Students receive classroom instruction using validated, research-based practices. In addition to the core curriculum, the classroom teachers use assessment data to create differentiated instruction to meet student needs.
Tier II - Small Group Targeted Interventions and Progress Monitoring
If Tier I is not meeting the student’s academic needs, the Care Team/Student Assistant Team will meet to consider Tier II. Students in Tier II continue in Tier I instruction from the classroom teacher. In addition, small group research-based instruction and more frequent progress monitoring is provided as the Tier II intervention. Depending on their progress, students in Tier II may be removed from RTI, continue both Tier I and Tier II interventions with or without adjustments, or move to Tier III for even more specific and intense intervention.
Tier III - Intensive Interventions and Evaluation
Students in Tier III continue to receive Tier I daily instruction as well as more intensive interventions. Tier III students are monitored weekly and plans are adjusted according to the student’s progress. The Care Team/Student Assistant Team will determine when the student has made adequate progress to move to Tier II or Tier I. If the student does not make adequate progress after a predetermined amount of time a referral for an evaluation to consider eligibility for special educational services will be made.
The school district will notify the parent of a student who receives assistance through the RTI process. The notification will include identification of specific intervention supports, which Tier I supports were offered, how often and how long the interventions will be provided, when the student’s progress will be reported, and whom to contact with questions regarding RTI. At any time parents may request an evaluation for special education services, or for aids, accommodations, or services under Section 504 Rehabilitation Act of 1973.
Response to Intervention (RTI) has become one of the standard approaches to identifying and supporting students who need additional instructional strategies to be successful in school. When looking at an effective RTI framework, the first step that should be followed is the screening process. Through the screening process, schools are able to identify students that may need additional support above and beyond what is provided to the general classroom population. An effective screening process can allow struggling students to receive the assistance they need with minimal disruption to other students.
A universal screener is a brief, diagnostic assessment that is given to students to determine students’ current skills and to identify gaps in learning. Universal screeners also allow educators to evaluate the instruction they are providing in class as to ensure that all students are receiving diverse instruction that meet their individual academic needs.
Here are some key points about universal screeners:
- Your child/children cannot study for a universal screener.
- The screener is not pass/fail. Students are scored on a continuum so that educators are able to monitor their progress over time.
- Universal screeners are administered at a minimum of three times per year: beginning of year (BOY), middle of year (MOY), and end of year (EOY).
- The data from your child’s screener supports his/her classroom teacher in differentiating instruction to meet your child’s specific needs.
- Universal screeners are selected based on a list provided by the Texas state commissioner.
James F. Delaney Elementary - Laura Wells
R. F. Patterson Elementary - Robyn Braun
James A. Arthur Intermediate - Trisha Poore
Kennedale Junior High - Angela Bruce
Kennedale High School - Jared Smith