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Medina Valley Independent School District
Medina Valley
Independent School District
C.I.&A » RTI - Response to Intervention

RTI - Response to Intervention

Medina Valley ISD is committed to implementing a Multi-Tiered System of Supports, also known as Response to Intervention (RTI). MTSS is a multi-tier approach to support students with learning and behavior needs. MTSS begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by student data.
RTI
  • All students receive high-quality differentiated classroom instruction.
  • All students are screened a minumum of 3x per year (BOY, MOY, EOY) through universal screening to identify students as 'at risk' and in need of additional Tier 2 support. 
  • Screening data may include iStation, mClass, Gold, District Common Assessments, and STAAR data.
  • Teachers will differentiate instruction in class and monitor the progress of all students.
  • Students not making progress may be provided Tier 2 targeted interventions.
  • Students who have not responded adequately to Tier 1 high-quality instruction may require additional intervention through Tier 2.
  • Students are identified for individualized small-group instruction delivered by classroom teacher and/or interventionists in addition to core instruction.
  • This intensified level of support includes scientifically research-based programs, strategies and procedures designed and employed to supplement, enhance, and support Tier I activities.
  • Providing instruction in small group settings.

  • Students have measurable goals and progress is closely monitored every 2 weeks using progress monitoring tools to determine intervention effectiveness and the students’ responsiveness to the intervention(s).

  • Progress is monitored regularly by the RTI committee. If the interventions are not successful, the RtI team will collaborate to determine the next steps to help the student become successful.

  • Students continue to move fluidly between and among the tiers according to their rate of growth.
  • Students who have not responded adequately to Tier 1 and 2 interventions may require additional intervention through Tier 3.
  • Students are identified for individualized small-group instrution delivered by the classroom teacher and/or interventionists in addition to core instruction.
  • This level of support will increase in intensity, frequency and duration beyond the instruction in Tier 2. 
  • Students continue to move fluidly between and among the tiers.The intensity and/or support services are adjusted as students achieve targeted skills.

  • Each student’s progress is closely monitored weekly using progress monitoring tools to determine intervention effectiveness and the students’ responsiveness to the intervention(s).

  • Progress is monitored regularly by the RTI committee. If the interventions are not successful, the RTI team will collaborate to determine the next steps to help the student become successful.

  • Students continue to move fluidly between and among the tiers according to their rate of growth.
RTI Network
Region 20 RTI Resources
Intervention Central 
RTI Online Resources
Building RTI
For more information regarding Special Education, Dyslexia, Section 504, and Multi-Tiered support systems in Texas, visit the Texas Education Agency - Resources on Special Education Webpage.