Response to Intervention (RtI)
The North Smithfield School department offers support services for struggling students through the Response to Intervention (RtI) process for academic and/or behavioral interventions.
For students referred for special education services, this process will be employed by the district prior to any determination for a Specific Learning Disability or determination as Other Health Impaired. This is in accordance with the district’s action plan to address continuing Disproportionality in the over-identification of these two disability categories.
Literacy
Occupational Therapy (sensory, fine motor, handwriting)
Articulation
TBD
Medical
TBD
For students referred for special education services, this process will be employed by the district prior to any determination for a Specific Learning Disability or determination as Other Health Impaired. This is in accordance with the district’s action plan to address continuing Disproportionality in the over-identification of these two disability categories.
What is Response to Intervention (RtI)?
- a problem solving process
- a shared responsibility between general education and special education
- a school-wide intervention process
How does RtI work?
Systems of supports and interventions are identified through a team, problem solving process. Levels or tiers of interventions and supports include:
Tier 1 - Core instruction; universal screenings
Tier 2 - Targeted instruction
Tier 3 - Intensive Instruction
For students struggling with academics and/or present with interfering behaviors, Tier 1 Classroom Supports & Interventions include:
Literacy
- Small group guided reading with instructional level text
- Frequent running records to measure progress and success on Guided Reading texts
- Extra practice assignments with writing constructed responses, where applicable
- Rereading of familiar books for fluency practice
- Pre-teaching of specific vocabulary and/or language structures
- Small group re-teaching and support daily
- Use of grid paper for computation
- Extra practice assignments (pencil/paper and online)
- Oral reading of math problems
- Restate important information
- Preferential seating
- Restating and asking for repeating of directions
- Frequent reminders about organizational systems
- Frequent check-ins to monitor progress and comprehension
Occupational Therapy (sensory, fine motor, handwriting)
- Informal Observational Screens
- Sensory Processing Observation Checklist (completed by teacher)
- Fine Motor Packet
- Handwriting Packet
- Sensory Integration Packet
- Handwriting Without Tears
- Smart Write Program
Articulation
- Consult with Speech Pathologist for developmental norms
- Identify sounds in error
- Model the correct and incorrect production of the target sound
- Have child imitate correct sound
- Listening skills
- Reword or simplify directions
- Provide visuals as needed
- Give extra wait time for child’s responses
- PeerBuddy “Check System”
- Correct grammar errors in speech by modeling the accurate grammar form
- Provide grammar drill sheets as needed for extra reinforcements
- Given grade levels, use of picture dictionaries for vocabulary development
- Attendance/tardiness/leaving early records
- Discipline referrals to principal
- Consult with school psychologist or school social worker
- Whole class behaviors strategies (clothes pins, school store, etc)
- Repetitions/review of classroom rules
- Daily or weekly correspondence to parents
- Personal behavior plan
- Diagnoses provided by outside sources
TBD
Medical
TBD
| Attachment | Size |
|---|---|
| RTI_Handbook Oct 15 2011.pdf | 603.49 KB |
