RTI and Other Programs

RTI is not a separate entity but more a part of every program and process at your school. We continue to clarify how RTI processes are included in academic and behavior programs, Title I and special education programs, LEP, ELL, gifted programs and more. Read more about the collaboration between RTI and other programs:

Limited English Proficiency & English Language Learners

In order to efficiently and effectively meet the unique linguistic, academic, and cultural needs of English language learners (ELLs), a 3-tiered early intervention model is critical. Students who are ELLs need support systems that enhance language acquisition while simultaneously enhancing content area knowledge. Most students with limited English are provided services through LEP programs; however, for those ELLs who struggle to make progress, a small group or individualized intervention process should be created and implemented. Response to Intervention supports ELLs by providing an intervention process that capitalizes on the talents and expertise of all professionals throughout the school system-not only the bilingual/ESL educator.

Christina Nava, State Title III-LEP Coordinator
(208) 332-6905, cnava@sde.idaho.gov


Reading

In Idaho it is recommended that students in grades K-12 receive instruction in reading based on the 3-Tier Model to meet the needs of all learners. Tier one would be a student's core reading program, tier two would be using intervention strategies that support the core reading program for a student working at a strategic level, and a tier three student, with more intensive instruction needs, would be taught using supplemental scientifically research-based programs and strategies that are proven to meet the needs of learners working below grade level. In Reading K-3, the Idaho Reading Indicator (IRI) provides a universal screening tool, progress monitoring, and an extended reading intervention program for those students at risk for reading failure. It can address both students struggling in reading, as well as monitor students with advanced reading skills to be sure all students are showing growth. Through the State RTI process, continued support will be offered to allow schools the opportunity to monitor and measure student growth in reading beyond grade 3.

Diann Roberts, ELA/Literacy Coordinator
(208) 332-6948, droberts@sde.idaho.gov


Math

The goal of Tier 1 instruction in Math and Science is for all students to have scientific, evidence-based instruction to rule out the lack of appropriate instruction as the reason for inadequate progress. If a student is not responding at expected levels, the data is reviewed and the team recommends the student receive instruction at Tier 2 intensity.

Christine Avila, Math Coordinator
(208) 332- 6932, cavila@sde.idaho.gov

Scott Smith, Science Coordinator
(208) 332-6952, ssmith@sde.idaho.gov


Early Childhood

RTI incorporates core principles which can and should be used to identify and implement developmentally appropriate interventions to support the growth of young children across all developmental domains. In applying an RTI approach to the education and care of young children, there must be comprehensive functional and curriculum-based assessment, the development of specific skills using evidence-based practices and a 3-tiered system of support with fidelity.

Shannon Dunstan, Early Childhood Services Coordinator
(208) 332-6908, SDunstan@sde.idaho.gov


Special Education

The formal incorporation of RTI models in the 2004 reauthorization of IDEA provides a mechanism for schools to provide Early Intervention Services and to identify students with learning disabilities. Schools must develop effective instructional and intervention approaches to contend with these changes. RTI, when implemented with fidelity, can provide some assurance that LD is not due to poor instruction. RTI provides the framework for collecting data on student responses to instruction. Special Education services can be provided at all tiers of RTI and should not be seen as the 'final tier' when all else has failed.

Richard Henderson Director, Special Education
(208) 332-6806, rhenderson@sde.idaho.gov


Title I

Title I is designed to provide service to students at risk of low achievement. Programs provide additional time/different strategies.

  • Schoolwide-combines all program resources, services and personnel to support a collaborative and cohesive program. RTI is an integral part of a Schoolwide plan.
  • Targeted Assistance-a program that provides supplemental instruction to identified students by the Title I teachers. Staff are encouraged to collaborate with the RTI process.
    • Title I staff serves only targeted students.
    • Title I students receive primary instruction from classroom teacher.
    • Title I services cannot replace classroom instruction.
    • Title I teachers may teach whole classroom on an incidental or demonstration basis only.

Marcia Beckman, Federal Programs Director
(208) 332-6953, mmbeckman@sde.idaho.gov


Positive Behavior Interventions & Supports

Schoolwide positive behavior supports (SWPBS) and positive behavior supports (PBS/PBIS) share many components with RTI:

  • Prevention orientation
  • Implementation of research validated intervention programs; intensify when necessary
  • Universal screening system
  • Progress monitoring system
  • Data-based decision making
  • System-level problem identification and problem solution
  • Student level problem identification and problem solution

In essence, SWPBS and RTI are the two complementary sides of the tiered system of support for academic and social/emotional skills and behavior. Both are needed to improve results for all students.

Center for School Improvement and Policy Studies
1910 University Drive
Boise, ID 83725-1745
phone: (208) 426-1837
fax: (208) 426-4907