Core Principles of RtI:
RtI is grounded in the belief that ALL students can learn and achieve high standards when provided with effective teaching, research-based instruction, and access to a standards-based curriculum. A comprehensive system of tiered interventions is essential for addressing the full range of students’ academic and behavioral needs. Collaboration among educators, families, and communities is the foundation of effective problem solving, and on-going academic and behavioral performance data should inform instructional decisions. Effective leadership at all levels is crucial for RtI implementation.
Responsiveness to Instruction Definition:
RtI is an integrated approach that includes general, remedial, gifted, and special education in providing high-quality, instruction that is matched to individual student needs. The Johnston County Schools tiered model of intervention is based on student progress with different levels of intervention intensity. By providing scientifically-based intervention to students, monitoring progress of interventions, and using this information to determine who is in need of more intensive services, RtI further builds on the requirements of the No Child Left Behind (NCLB) Act. The Individuals with Disabilities Education Act (IDEA) 2004 encourages utilizing the RtI process as an alternative approach for the identification of students with learning disabilities.
- Leadership: Leadership at the state, district, and building level is crucial to the fidelity of RtI implementation. It is important to establish a long-term commitment to resources and time, as well as moving the focus of RtI from philosophical understanding to actual practice. The impact of RtI involves significant systematic changes which will need to be supported throughout implementation at all levels.
- Curriculum & Instruction: RtI involves a tiered system of interventions designed to meet the needs of all students. A strong curriculum based on state and national standards and high-quality instruction is essential.
- School Climate & Culture: A positive school climate provides the foundation on which instruction will occur and all students will be engaged in learning. Positive Behavior Intervention Supports (PBIS) provide systematic strategies for achieving important social and learning outcomes, while preventing problem behavior with all students.
- Problem-Solving Process: The purpose of the problem-solving process is to provide a decision-making process that will lead to the development of instructional and intervention strategies with a high probability of success. The system must integrate the use of data, both to guide the development of effective interventions and to provide frequent monitoring of progress.
- Assessment/Progress Monitoring: Using reliable and on-going data to drive the decision-making process, at the individual student, classroom, and school levels, is a major component of any RtI system.