Frequently Asked Questions

Q:  What does “Response to Intervention” mean?
Response to Intervention means students are closely monitored for academic and behavioral progress. The curriculum is modified in the event that an individual student or groups of students are not successful. The continued collection and analysis of data measures on how well students are responding to the interventions is provided by the teacher or another professional.

Q:  Is Response to Intervention only for Special Education Students?
No. Response to Intervention is for any student who is not succeeding in the classroom. This may mean the student is learning at a slower rate or lower level than his or her classmates or the student is performing significantly below potential.

Q:  What is a Problem Solving Team?
A Problem Solving Team is made up of a group of teachers and school staff who meet regularly to help design interventions for and monitor progress of students at risk for failure. Different staff members may be part of the team depending on the needs of the student. Parents or guardians are also encouraged to join the team to create an effective action plan for their child.

Q:  How do I know a student is progressing?
Response to Intervention uses short, frequent tests (about 1-3 minutes each) to find out whether a student is making progress. The results are often displayed using a graph. The graph will provide valuable information about student progress and how he or she is performing in relation to a standard benchmark.

Q:  Is behavior part of RtI?
Yes. Many students have the knowledge and skills to be successful. However, their behavior may negatively impact their academic success. Schools and classrooms have developed levels of interventions to help students monitor and improve their behavior.

Q:  What is the difference between academic skills and academic performance?
Academic skills are those tasks, concepts and ideas that are grade level expectations for all students. Academic performance is the student’s ability to demonstrate skills by accurate work, attending class, taking tests, and staying on task in the classroom.

Q:  How does negative behavior impact academic achievement?
When a child misbehaves in class he is less likely to be prepared to receive the instruction necessary for academic success. She may be distracted or distract others or miss valuable information, directions, or expectations.