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Davis, Benchmark- School-Wide Curricular Pyramid of Intervention Program 1

Lindy Davis

Benchmark- School-Wide Curricular Pyramid of Intervention Program

EAD 520

Grand Canyon University

1 July 2019
L. Davis, Benchmark- School-Wide Curricular Pyramid of Intervention Program 2


Response to Intervention, more popularly referred to as RTI, is a fluid process that

involves monitoring student progress and determining the intensity of interventions needed for

an individual child to be successful in the classroom. Interventions can be defined as targeted

teaching that helps students catch up and fill the academic or behavioral gaps that are

hindering further growth (Morin, 2016). The modern general education classroom is extremely

diverse in student abilities and needs due to diagnosed or undiagnosed learning or attention

issues, frequent absences, insufficient teaching or language acquisition. RTI is set in place as a

means for identifying students who may be in need of some additional support and providing a

collaborative team to specifically target strategies and interventions that will help fill the

current behavioral or academic gaps a student is facing. RTI is founded and centered around

the principle of intervention, collaborative teams intervene as soon as possible to prevent

students from falling too far behind.

RTI is structured in a three-tiered system that every child falls into (Ronan, 2017). Tier

One is where the majority, 80%, of students will be categorized. In tier one, the classroom

teacher provides his/her students with differentiated instruction and collects data to assess the

child’s performance and understanding. Data can be collected through campus based

assessments, district assessments, state assessments, end of unit assessments, formative

assessments, teacher observations, conduct cards, etc. If the data collection determines that

the child is not finding success in the first tier of intervention, an RTI team can be formed to

increase the targeted interventions for the child. The newly added targeted intervention is a

supplement to the classroom instruction, it does not replace regular classroom instruction. In
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tier two, the student may be pulled from the classroom during various times of the day (that do

not conflict with core instruction time) a couple times a week; during this time, the child will be

provided with additional help. Data will continually be collected by all those who are involved

with the child’s intervention process, if the data determines that the child is not finding success

then the committee can decide to move the child to tier three interventions. Tier three

intervention is the most intense level of intervention and is reserved for those students who

truly need it, only about 5% of students are in need of this degree of intensity. The percentage

of students who qualify for tier three is heavily reliant on a school’s population, lower income

schools tend to have a higher population of students receiving tier three than their higher

income counterparts. A child is provided with highly tailored, individual interventions. Children

in tier three continue to spend the majority of their day in the general education setting,

however many students in tier three end up in the referral process for special education or

another specialized support program.

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Learning goals are specific to the child’s academic or behavioral needs and are agreed

upon by the RTI collaborative team. The goals set and monitored by the RTI team could be

academic or behavioral. If a student is struggling to succeed academically in class and the RTI

team believes that there are significant gaps in their foundational understanding, then the child

can be referred for a RTI academic intervention. If a student’s behavior is consistently

interfering with their own and the class’ educational experience, despite a teacher’s many

attempts to manage, the child may be referred for RTI behavioral intervention. The goals set

are specific to the observed behaviors or academic gaps and are justified by the data collected

by the RTI team. Data must continuously be collected on the goals to determine growth and

goal relevance.

RTI provides a process outline that ensures that your school is servicing all students with

fidelity and are providing each child with an equitable opportunity for success. Katy

Independent School District’s mission statement declares that we will provide an unparalleled

learning experience for students and design a learning experience that prepares each student

for an honorable and fulfilling life. In Katy ISD, we have an overwhelming number of students

who are qualifying for special education services and we simply cannot keep up. RTI is set in

place to help schools focus their special education time and resources on those students who

are truly in need of that level of support, while the rest of the struggling students are still

provided with what they need (Morin, 2016). Executing RTI district-wide with fidelity will

ensure that every child is provided with the unparalleled learning experience our mission

statement promises. In conclusion, I believe RTI will be a valuable asset to Katy ISD as a whole

and all the individual students in our campuses.

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I shared my RTI proposal with my mentor principal, Michelle Gaskamp, and asked for

her feedback. She shared that she really enjoyed the graphic showing the different tiers of RTI

because it was a visual way of conveying the intensity of each tier. She explained that

sometimes she will come across a teacher who has a struggling child in their class and they

automatically think that the child is in need of the most intense tier three intervention, Michelle

explained that using visuals like this can help teachers and parents understand the structure of

RTI and the appropriate spot for each child. She also really liked that I made the last paragraph

specific to Katy Independent School District. She explained that every proposal made at a

district level must be aligned to the district vision, she told me that they often won’t even give

you the time of day to explain your proposal if you haven’t done the research of how it fits in

with the district model first.

One of the suggestions given to me in regards to my proposal was to incorporate more

visuals. Michelle had the great idea that if I were making this proposal to a district who was not

already utilizing the RTI structure, then it would be very impactful to include visuals of data

from schools who practice RTI and those that do not, or even a before and after graph showing

the impact. Another suggestion was to cite specific district data in the proposal such as the

exact number of students receiving intervention, special education services and those in

referral. This information is not made public and would require special clearance, but in the

situation that I would be making a district-wide proposal it would be so powerful in validating

the need for these services.

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Taking this valuable feedback into consideration, I would modify my proposal to be

more visually stimulating. I would incorporate at least one visual per page of the proposal

highlighting district data or RTI impact. Not only would this adjustment help to break up the

wordiness of the proposal but it would validate the ideas by showing their potential impact on

the district’s success. Another adjustment I would make would be add in some specific data sets

from our district and other districts that have already implemented RTI and have found student

growth as a result.
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Buffum, A. (2010, October). The Why Behind RTI. Retrieved July 1, 2019, from


Morin, A. (2016). Understanding Response to Intervention. Retrieved July 1, 2019, from


Ronan, A. (2017, September 06). The Basics of RTI In the Classroom. Retrieved July 2, 2019,