The Hortonville Area School District utilizes a response to intervention (RTI) framework to promote positive academic and behavioral practices through engaging, research-based instructional support and interventions. Schools use an RTI approach to identify and help students who are struggling academically or behaviorally. The RTI process is designed to be proactive, targeting challenges early and providing support to help students succeed in the school environment.
RTI is broken down into different levels or “Tiers” of support.
Tier 1: Universal Screening and Core Instruction provided to ALL students
All HASD students receive Tier 1 academic and social/emotional/behavioral instruction through quality, research-based instruction to the entire class. Buildings use universal screening tools/data to identify which students may need additional support.
Tier 2: Targeted Small Group or Individual Support
If a student is showing the need for increased support they move to Tier 2. At the Tier 2 level students receive more focused, small group/individual interventions tailored to specific needs. These interventions are “learning
boosters” for lagging skill areas. Teachers track student progress to determine if more intensified intervention is necessary.
Tier 3: Intensive & Individualized Interventions
Tier 3 interventions are designed to help students experiencing significant academic or behavioral challenges who haven’t shown adequate improvement from Tier 1/Tier 2 supports. They are provided Tier 3 in addition to continuing Tier 1 & 2 support. Students are determined by school data. Progress is monitored frequently. Durations vary based on individual needs/progress.
Frequently asked questions
Q: How will I be involved in the process?
A: Parents are important partners and are regularly updated about their child’s progress.
Q: How are students chosen for Tier 2 or Tier 3 support?
A:Our district utilizes specific assessment/screening data to determine which students are in need of additional support.
Q: What does Tier 3 look like within the school day?
A: Interventions vary, often including daily or weekly (1 on 1 or small group) with a specialist such as: reading/math interventionist, school counselor, school social worker, school psychologist, or principal.
Q: When is a special education evaluation for an IEP (Individualized Education Program) necessary?
A: If a Tier 3 intervention is not successful, the school team may decide to move forward with a special education evaluation. The tiers are a mandatory step a school takes before moving to special education testing.
In summary, the HASD district offers a wide continuum of services for both academic and behavioral needs. If further questions arise, your child’s principal, school counselor, or school psychologist can provide further clarification on the RTI process.
