Response to Intervention (RTI) in Ohio

Instructor: Jessie Hemmons

Jessie has a master's degree in clinical psychology.

Learn about the Response to Intervention (RTI) process in Ohio schools. Discover the major components of RTI programs and learn how they are designed to improve academic achievement. Find resources outlining educational strategies you can incorporate in your classroom.

Purpose of RTI in Ohio

The Ohio Response to Intervention (RTI) process allows schools to detect learning challenges early on and provide sufficient intervention in order to prevent students from falling behind academically and improve long-term educational outcomes. RTI is implemented school-wide, and the interventions are completed before a student is considered for special education programming. RTI programs in Ohio consist of three tiers of intervention, with each tier increasing in the level of assistance and research-based interventions provided to students.

Elements of RTI Programs

There are some essential elements to the RTI process in Ohio. Here are the components of a robust RTI program:

  • Every student in the school is assessed using valid measures to detect learning issues early on.
  • The school believes that intervening early is the best way to resolve student barriers to education.
  • Teachers use empirically supported intervention strategies.
  • The interventions are tailored to meet each student's specific needs.
  • Student progress is assessed often to determine if the intervention is working or if adjustments need to be made.
  • If it's determined that a student needs a higher level of intervention, the level of intervention is increased.
  • Student progress is determined by data collected during the intervention, such as assignments and quizzes.

The RTI Team

Each school has an RTI team to implement the school-wide assessments, determine students in need of a Tier 2 or Tier 3 level of intervention, implement interventions, and assess students' academic progress. The RTI team is generally made up of some or all of the following individuals:

  • Principal
  • Assistant principal
  • Guidance counselor
  • School psychologist
  • Teachers
  • Intervention specialist

Instructional Resources

Because many of the interventions take place in the classroom, it's important for educators to have a comprehensive understanding of empirically supported differentiated instruction strategies, as well as information about classroom accommodations. Study.com offers courses and chapters for teachers who need to study methods for helping students in the classroom.

Three Tiers of Intervention

The RTI process in Ohio consists of three levels of intervention, which are described in the table below.

Level of InterventionDescription of Intervention Procedures
Tier 1 *Generally a school-wide program using research-based academic assessments.
*Students are typically screened at least three times per year to assess learning needs.
*The teacher incorporates appropriate interventions in the classroom, such as differentiated instruction, to help students with learning difficulties.
*If a teacher believes a student requires a higher level of intervention, he or she compiles a referral to the school administration to assess the student's needs.
Tier 2 *Designed for students who need extra assistance in order to meet academic goals and standards.
*The intervention lasts between 6 and 8 weeks.
*The intervention plan and the method for evaluating its effectiveness is created by the RTI team.
*Students are given supplemental support in small groups for 2 or 3 days per week.
*Students' progress is assessed on a weekly basis.
*Parents receive progress reports.
*At a predetermined time, the RTI team will decide if the student needs to remain in Tier 2, have the current intervention adjusted, be elevated to Tier 3, or discontinue the intervention and move back to Tier 1.
Tier 3 *Meant for students who are experiencing academic challenges after Tier 1 and Tier 2 strategies have been implemented.
*The intervention is carried out for 6 or more weeks.
*Intervention strategies and methods for evaluating student progress are developed by the RTI team.
*Students receive individualized or small group assistance at least 4 days per week.
*Students' progress is monitored at least once per week, or as often as twice weekly, to examine the effectiveness of the intervention.
*The RTI team meets at a later date to determine if the intervention should end, the student should move to Tier 2, the intervention be modified, or the student be referred for special education consideration.

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