Academic Supports

Response-to-Intervention (RTI)

The Sealy ISD Response to Intervention (RTI) framework is an early intervention framework that addresses potential challenges individual students may face that could affect their success in school and their potential to graduate ready for college or career. This early intervention framework starts as soon as a student struggles academically and/or behaviorally. Early intervention, with documented, data-driven decision making may prevent more severe challenges from developing.


Response to intervention (RTI) is a school-wide approach that integrates assessment and intervention within the PLC framework to produce a campus specific multi-level tiered system of academic and behavioral support designed to maximize student achievement and reduce behavior concerns. (Jan. 21, 2011 letter from the USDE Office of Special Education and Rehabilitative Services) With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness. (National Center on Response to Intervention,


Students who are not demonstrating success in the general classroom setting due to a significant lack of readiness and/or foundational skills, will be supported through a Campus Intervention Team. This team provides collaborative support to the teacher and staff working with a student to improve his/her success in building foundational skills so that the student will eventually find success in mastering grade-level essential targets. This support is provided through the development of a targeted and systematic academic and/or behavioral intervention plan. The team uses a problem solving approach to develop and refine the intervention plan according to the student’s needs. The problem-solving approach within the PLC framework is a logical and organized method to manage and evaluate student data, prioritize targets, implement intervention, and evaluate responsiveness to intervention. It is expected that all students within the RTI framework, regardless of tiered interventions provided, will continue to receive high quality differentated instruction in the general educational setting.

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