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RtI Process

Continuous review of student progress within an RtI system involves a balanced, systematic process of constant inquiry. Multiple measures are used to determine the current skill level of a student or group of students, how students are responding to core curriculum and instruction, and how students are responding to interventions or additional challenges. This system comprises a continuum of assessment that is highlighted below. Each type may be used to plan, support, monitor, and/or verify learning.


RtI Process


Within the RtI framework, a universal screening process is used to determine whether each student is likely to meet, not meet, or exceed academic benchmarks or behavioral expectations through the analysis of data from multiple measures. The process begins with universal screener data to determine if a change in the core curriculum and instruction is needed, especially when fewer than 80% of all students are meeting academic and behavioral expectations.


After students are identified in need of intervention, staff members must diagnose their area of need and establish a baseline and target goal for each student.


After diagnosing a student's area of need, teacher teams need to determine which interventions, strategies, techniques, etc., are best fitted for the individual student and his/her needs. Discussions take place about what individual students need to reach their individualized goals. 


At this stage in the process, students receive their assigned intervention on a regular basis. 

What are interventions?

  • Scientific research-based
  • Have a high probability of producing change for a large number of students
  • Designed to be used the same way across many students (not differentiated for students at the Tier 2 level)
  • Administered by school-based staff
  • Continuous and ongoing (not a one-time support)
  • Progress monitored on an regular and ongoing basis

Interventions are not the following:

  • Preferential seating
  • Differentiation in the classroom (is a Tier 1 practice)
  • Shorter assignments
  • Retention/suspension
  • Peer tutoring
  • Parent contact/home visit
  • One-on-one conference/ contract with student

Progress Monitor and Record

Progress monitoring is used to assess students’ academic and behavioral performance on an ongoing basis, to measure student improvement or responsiveness to instruction, and to evaluate the fidelity and effectiveness of instruction. 


Staff members use data regularly to determine how a student is responding to an intervention to determine whether the student's individual needs are being met or if an adjustment needs to be made to better support the student.


Director of the Department of Research, Assessment, and Data:

Dr. Melanie Stewart
Phone: 414-475-8751


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