MTSS/RtI

Classroom teachers at all levels provide core instruction, including opportunities for differentiated small group and varied independent practice based on student needs. Groups are adjusted flexibly based on classroom formative assessments. Teachers collaborate to improve core instruction and support students requiring enrichment or intervention.

Framework for Meeting the Needs of Students

Waukee uses the Response to Intervention (RtI) process to support students when additional intervention is needed:

  • The classroom teacher provides core instruction, including opportunities for differentiated small group and varied independent practice based on student needs. Groups are more flexibly adjusted based on classroom formative assessment.
  • The teacher records or documents students requiring enrichment or adjusted core instruction to gain concepts/skills.
  • If the classroom teacher, in collaboration with their grade level or content Professional Learning Community (PLC), determines that the student needs further intervention, the teacher begins the Response to Intervention process.
  • The Response to Intervention Team, which may consist of the classroom teacher, ELP teacher, ESL teacher, instructional coach, interventionist, AEA personnel (optional), administration, parents, and/or others analyze both summative and formative assessment data to determine the type of intervention best suited to meeting the student’s needs.
  • A plan is developed to determine when and who will deliver and monitor the intervention, a follow-up meeting is scheduled, and the plan begins.
  • Each building has RtI booklets available.
MTSS/RtI Process and Documentation Tools: