Response to Intervention
Response to Intervention (RTI) is an educational approach designed to identify and
support students who may be struggling with academic or behavioral challenges. “RTI begins
with high-quality instruction and universal screening for all students. Screening allows for early
detection of difficulties in specific mathematics content”(Johnson et al, 2018). It operates on a
multi-tiered system, offering increasingly intensive levels of intervention based on a student's
response to previous interventions. The process typically involves three tiers: Tier 1 provides
high-quality instruction and universal screening for all students, Tier 2 offers targeted
interventions for those who require additional support, and Tier 3 delivers intensive interventions
for students who continue to struggle despite Tier 1 and 2 interventions (Johnson et al, 2018).
Tier 1 intervention, the foundational level of Response to Intervention (RTI), focuses on
providing high-quality instruction and support to all students within a general education setting.
“Students receive the same instruction that all students receive, with no special intervention
except some in-class assistance in a particular topic” (Johnson et al, 2018). It involves
implementing evidence-based teaching practices, differentiated instruction, and universal
screening to meet the diverse learning needs of students. Tier 1 interventions are typically
delivered by classroom teachers and include strategies such as effective classroom management,
explicit instruction, and ongoing progress monitoring. The goal of Tier 1 intervention is to create
a positive and supportive learning environment where the majority of students can succeed
academically and behaviorally without the need for additional assistance.
Tier 2 intervention in the Response to Intervention (RTI) framework involves targeted
support for students who require additional assistance beyond what is provided in Tier 1. “In tier
2 students receive supplemental small groups or individual mathematics instruction targeted at
specific mathematics proficiencies” (Johnson et al, 2018).These interventions are designed to
address specific academic or behavioral concerns that have been identified through data analysis
and progress monitoring. Typically delivered in small group settings, Tier 2 interventions focus
on providing supplemental instruction and support to help students catch up to their peers.
Progress is closely monitored to assess the effectiveness of the interventions, and adjustments are
made as needed to ensure student growth.
Tier 3 intervention represents the most intensive level of support within the Response to
Intervention (RTI) framework, tailored for students who continue to struggle academically or
behaviorally despite Tier 1 and Tier 2 interventions. “Students in tier 3 are those who do not
benefit from Tier 2 intervention and require more intensive intervention” (Johnson et al, 2018).
The goal of Tier 3 intervention is to provide the highest level of support necessary to help
students overcome significant challenges and achieve academic and behavioral success.
Progress monitoring is a crucial component of implementing Response to Intervention
(RTI) as it involves systematically assessing students' academic or behavioral progress over time.
It allows educators to measure the effectiveness of interventions and make data-driven decisions
about the need for adjustments or changes in instruction. Progress monitoring involves collecting
and analyzing data on a regular basis. This data helps educators identify students who may need
additional support or modifications to their interventions, as well as those who are making
adequate progress and may no longer require intervention. By closely monitoring students'
progress, educators can ensure that interventions are targeted and individualized, leading to
improved outcomes for all students.
Student Error Analysis
The objective for student 2 was to show the teacher what they know about volume. The
student had to determine how many centimeter cubes could fit inside the box and then they had
to explain why that is the answer. The student was then asked to draw a box that’s twice as tall as
the box in the first question. The students' error is that they do not know the formula to solve for
volume. Instead they just counted the squares that they could see and then added some for the
back of the box. They did not account for the cubes that would be in the middle.
Tier 1 Interventions
Tier 1 interventions are the initial strategies implemented to support a student's needs
within a general education setting. There are many instructional strategies that can be used to
help this student better understand volume. One support that I will offer student 2 is small group
instruction within the general education classroom, where I will provide my student with the
formula to find volume. In this small group I will also use manipulatives to help the student
understand that we do not just count the cubes that we can see. I will differentiate the content by
simplifying the numbers being used in each problem. This would not change the goal of the
lesson but would allow the student to have modified problems. It is important for parents to be
aware of their child’s successes and struggles. If conferences are not close by, I will make it a
point to call the parents and discuss the students' struggles and the plan going forward to help
them succeed. I will check for understanding after each small group lesson with practice
problems that the student will solve independently with the formula and manipulatives provided.
Tier 2 Interventions
Tier 2 interventions are more targeted and intensive strategies designed to provide
additional support to students who require more assistance than what is typically available in the
general education setting. Student 2 will now be in tier 2 intervention and will receive
intervention outside of the classroom two times a week. During these sessions student 2 will use
manipulatives such as cubes or prisms to help them visualize and manipulate shapes to
understand volume better. Visual aids like diagrams and illustrations will be used to reinforce the
key concepts. By engaging in hands-on activities with manipulatives and visual aids, student 2
will deepen their understanding of volume concepts. If student 2 continues to struggle with the
more complex shapes, the lesson can be adjusted to focus on simpler shapes such as cubes or
rectangular prisms. The goal remains understanding volume, but the complexity of the shapes is
reduced to provide a more accessible learning experience. During the session, student 2 will be
asked to demonstrate their understanding by solving volume-related problems using
manipulatives and explaining their reasoning. Formative assessments, such as teacher
observation and questioning, will be used to gauge their comprehension and identify any
misconceptions.
