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Response to Intervention

RTI-PYRAMID_ROMAN

Response to Intervention (RTI)

Response to Intervention begins at the initial application to the Educator Preparation Program. It is a process of determining appropriate support to effectively assist students through the completion of their educator preparation program or help identify alternative career paths, outside education, more suited for student need. Students will be identified and notified if the Response to Intervention Process is needed. During the formal application process if it is determined a student requires a tier of intervention or support is needed, student will be notified and the Response to Intervention process begins. A student can be identified at any time in their program of choice for Response to Intervention support.

Tier III. Intensive

Faculty chair/EDU Team

Interventions on this level include but are not limited to:

  • Program removal
  • Development of an Individualized Action Plan

Tier II. Targeted

RTI Support Specialists & Supplemental Instruction

Interventions on this level include but are not limited to:

  • Review of Tier 1 interventions, if applicable
  • Progress monitoring by Rio Salado College Personnel
  • Development of goals and specific deadlines
  • Interview with EDU personnel

Tier I. Universal Support

Instructor & Staff Identification

Interventions on this level include but are not limited to:

  • Short term course extensions
  • Resubmission of assignments
  • Additional communication with Rio Salado College Personnel
    What is RTI?

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Response to Intervention (RTI) is a process of determining appropriate support, academic or behavioral interventions to supplement the curriculum and meet the needs of all learners.

Research on RTI has its roots in Deno's data-based program modification model (1985) and Bergan's behavioral consultation model ( Bergan 1977). The RTI approach is primarily implemented at the K-12 level and is a component of No Child Left Behind (NCLB) statute and Individuals with Disabilities Act (IDEA 2004).  RSC’s Educator Preparation Program has chosen to utilize and adjust this framework to assist students with the successful completion of their program of choice.

This philosophy correlates with Rio Salado’s civility policy, the Maricopa County Community College District (MCCCD) ARS 2.3.11 (see below) and RSC’s Educator Preparation Program code of ethics; placing high value on the importance of general ethical standards and academic performance

ARS 2.3.11:  language or behavior that is rude, abusive, profane, disruptive, or threatening will not be tolerated. Activity of this type is considered Academic Misconduct as defined in MCCCD Policy.

Students must exhibit professional behavior before being admitted and throughout the entire program process. This process applies to your communication and actions with Rio Salado staff, adjunct instructors, and any other person(s) supporting you in this endeavor.

Students engaging in such behavior and academic performance will be immediately placed within a tier of the RTI process. This also directly correlates to InTASC standard #9 “Professional Learning and Ethical Practices”.

Rio Salado College reserves the right to discontinue student enrollment in the Educator Preparation Program, if any form of inappropriate conduct occurs with children, program personnel, or external partners.

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