Module 1: Analyzing a RtI2 system

The Response to Instruction/Intervention process is a model that school's follow in order "to maximize the academic and social, emotional, and behavioral learning, progress, and proficiencies of all students" (Knoff, 2011). Although this process may look different for many different students of different grades and ages, the result is a successful self-manager and independent learner. 


Figure 1. 


At the school I teach at, I researched and analyzed our Rtl2 model. Based on Figure 1 above, we go through the same Problem Solving Process. As teachers, we are learning in conjunction with our students. By attempting to figure out a solution to a problem, we can focus on improving our instruction which will only benefit our students. By using the multi-tiered Rtl2  model shown below, teachers can address at-risk, underachieving, unresponsive, and unsuccessful students who are not demonstrating academic and/or social, emotional, and behavioral progress, mastery, and proficiency even though they are receiving effective instruction in positive, well-managed school and classroom settings. 


Figure 2.








References 

Knoff, H.M., Haley, L., & Gonzales, J. (2011, September). Integrating the School Prevention, Review, and Intervention Team (SPRINT) and Response-to-Instruction/Intervention (RtI2) process: A model implementation guidebook for schools and districts. Little Rock, AR: Project ACHIEVE Press.

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