Three-Tier Model to RtI
  • Response to Intervention (RtI)



    Bradley School District 61 believes in providing the best education for every student, every day.  In order to improve the learning and performance of all students in grades K-8, we believe the RTI process begins with high-quality instruction in the general education classroom.  A three tier model has been adopted to support all learners.

    RtI has three essential components: 
    •Three-tier model of school supports (instructional practices and interventions)
    •Problem-solving method of decision-making
    •Integrated data collection that informs instruction


    •The district will ensure all students receive high-quality Tier l instruction.

    •All students are benchmarked three times a year in the areas of reading and math (Star360: fall, winter, spring).

    •Students are identified for RtI through data collection and analysis by a building-level team.  This team consists of classroom teachers, RtI teachers, building administrator(s), curriculum coordinator, as well as the related service providers and school psychologist, if necessary (Data Days). Parents receive notification of student participation.

    •Students identified as "at-risk" receive supplemental instruction in Tier l (general education classroom) and are closely monitored.  Tutoring is offered for these students if necessary. (80%)

    •Students not making adequate progress in the general education classroom are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress (Tier ll).  This is a small group setting. Progress is monitored more regularly so that there is enough data to see whether interventions are working. This is typically done about twice a month. (10-15%)

    •At Tier lll students receive individualized, intensive interventions that target the students’ skill deficits. This includes 1-3 students in a setting. The monitoring is increased to once a week. (1-5%)

    •Students who do not achieve the desired level of progress in response to these targeted interventions (after an extent of time with documented data points) are then referred to a PST(Problem-Solving Team) meeting and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004).