Our Academic Support Program is an RtI Program for Our Families


RtI stands for "Response to Intervention.  It involves the systematic implementation of a research-based intervention for the child who struggles– and an evaluation of the child’s response to it. 




Using a valid, reliable screening tool is the first step in determining which students are at risk of poor learning outcomes. Bethlehem utilizes the STAR reading and math assessment.  Screening all students allows teachers to get a full view of subgroups as well as new students who may be at risk. Bethlehem employs this progress monitoring assessment three times a year. This lets school staff “catch” students who may not have been at risk in a previous screening and monitor those students previously identified. In addition, regular data collection allows staff to critically gauge the effectiveness of their instruction and interventions.


For students who score below the cut point on the universal screen, a second stage of screening is then conducted to more accurately predict which students are truly at risk for poor learning outcomes. This second stage involves additional, more in-depth testing or short-term progress monitoring to confirm a student’s at risk status.  Progress monitoring is used to assess students’ performance over time, check a students rate of improvement, and to evaluate instructional effectiveness.








The purpose of RtI is to provide all students with the best opportunities to succeed in school, identify students with learning problems, and ensure that they receive appropriate instruction and related supports.

The goal of RtI is to integrate all the resources to minimize risk for the long-term negative consequences associated with poor learning or behavioral outcomes. 




RtI is most effective when it includes four essential components:


1. A universal screening assessment of all students is used to identify which students are on track and which students are not.


2. Regular progress monitoring for students who are not on track.


3. Increasingly intensive tiers of instruction to ensure all students receive the support they need to show improved learning outcomes. The tiers typically include Tier 1, for all students, Tier 2, for those students who require additional support, and Tier 3, for the few students who need intensive instructional support.


4. Procedures for using assessment data to make decisions about student placement and movement from one tier to another.


(Source: National Center on Response to Intervention, 2010; Fuchs, Fuchs, & Compton, 2012; Gersten et al., 2008)

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