We, the Madison City School System, strive to educate students and assist them in realizing their full potential as responsible, productive, contributing members of society by providing an educational environment in which students are challenged, excellence is expected, and differences are valued.
- Leadership at the district and the building level is essential for ensuring the success of ALL students throughout the RTI framework.
- A culture of collaboration that is focused on student achievement and behavior, for both struggling and advancing students, should include both educators and families.
- RTI is a process focused on prevention and early intervention that uses assessment data for instruction, intervention, and transition between tiers.
- Support for teachers will be provided by the district or school instructional teams as needs are identified.
It is our goal for all students to have the resources and instruction necessary to reach their full potential.
Response To Instruction (RTI) is defined as:
“An instructional framework that promotes a well-integrated system connecting general, gifted, supplemental, and special education services by providing high quality, standards-based instruction and intervention that is matched to students’ academic, social-emotional, and behavioral needs. RTI combines core instruction, assessment, and intervention within a multi-tiered system to increase student achievement and reduce behavior problems.” (Response to Instruction: Alabama’s Core Support for All Students, available online at www.alsde.edu)
RTI integrates assessment, multi-tiered instruction, and intervention within a multi-tiered system to maximize student achievement and reduce behavior problems. Through implementation of RTI, schools identify and monitor specific student needs, use problem solving and data-based decision making to provide research-based interventions, and adjust the intensity of interventions based on the student’s response.
The RTI framework is a three tiered model that provides an ongoing process of instruction and intervention that allows students to make progress at all levels, particularly those students who are struggling or advancing. This framework provides the following supports:
- High-quality instruction aligned to Alabama Standards (ACCRS)
- Instructional decisions driven by ongoing formative assessment
- Additional time beyond the allotted core instruction for more explicit and intensive research-based intervention provided by highly trained personnel.