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Response to Intervention/Multi-Tiered System of Supports

Research-Based Academic Intervention

With the goal of helping every student to succeed, HISD’s Research-Based Academic Intervention Program identifies students of all ages who are facing academic challenges and introduces educational strategies that improve student learning.

HISD focuses on providing students with a safe and nurturing environment that meets them right where they are. Children are praised for not only accomplishment, but for effort as well.

HISD provides classroom teachers with screening tools to identify children who need assistance. Information is gathered through observation, interview, review of school records, and informal assessment. HISD also works alongside teachers to develop effective interventions and provides tools to monitor progress.

Parents with concerns about their child’s academic achievement are invited to talk with classroom teachers. Teachers and parents working together often can establish informal strategies that address issues.

Response to Intervention (RTI)

Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning needs. The RTI process begins with high-quality instruction and universal screening of students. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction and discussed in Student Support Team meetings. For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:

  • High-quality, scientifically based classroom instruction. All students receive high- quality, research-based instruction in the general education classroom.
  • Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
  • Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs

Student Support Teams

What is the Purpose of Student Support Teams?

When a classroom teacher or parent has a concern about a student's academic achievement, either may seek the assistance of the school's Student Support Team (SST). The SST process is designed around a problem-solving model that is used district-wide to help develop effective interventions to address and improve student's learning at school. The SST process helps teachers to develop interventions to assist the student. Specific areas of concern are identified; information is gathered through observation, interview, review of school records and informal assessment. The SST develops new strategies to help address the concerns. Classroom teachers implement these strategies for several weeks. The SST then reconvenes to access the student's progress. Parents who have concerns about their child's academic achievement should discuss their concerns with the classroom teachers first. Teachers and parents working together often establish informal strategies that address the concerns.