What is the RAI model?
TheResponse to Interventionmodel is based on the principle of effectively addressing the needs of students with learning difficulties or disabilities.
The IAR allows for the planning of empirically validated preventive interventions, which are gradually increased in intensity (Barnett et al., 2006) to support the success of all students.
The foundations of the RAI approach
Response to Intervention (RTI) is intended to counteract the phenomenon of late intervention for students with difficulties and to improve learning for all students more generally. It is based on :
- the importance of effective teaching ;
- evidence-based early intervention;
- Intensification of intervention where difficulties persist;
- a problem-solving process that leads to collegial decision-making to meet the needs of students.
A three-tiered pyramid
The response to intervention uses a three-tiered pyramid to describe the strategies, supports and interventions that meet students' needs.
The 3 levels of the RAI method
Level 1
The primary level of prevention consists of high-quality education using research-validated curricula and teaching methods, and systematic screening a few times a year.
Given by the teacher, guided byRemedial professionals, for all pupils
With explicit and systematic instruction
On one of the dimensions of reading, writing or mathematics
For 20-30 min/d * 2d/wk to 4d/wk
Over a set period of time or until the goal is achieved
Tracking progress 3 times a year
Level 2
The secondary level of prevention consists of targeted supplementary teaching in small groups, research-validated interventions that focus on students' specific strengths and needs, and progress monitoring.
Given byRemedial professionals to pupils who have not made sufficient progress at level 1, in a large group
On one of the dimensions seen at level 1
For 20 to 30 min/d * 2 d/wk to 4 d/wk in a group of 6 pupils
During a specific time (intervention block)
Tracking progress 2 times a month
Level 3
The tertiary level of prevention offers intensive interventions tailored to the needs of the student, individual or small group teaching and systematic monitoring of progress.
Given byRemedial professionals to students who have not made sufficient progress at level 2 in groups of 6 students
For 20-30 min/d * 2d/wk to 4d/wk individually
Throughout the school year (more or less depending on the rate of progress)
Track progress weekly
RAI with AIDEOR
AIDEOR is proud of its plans to implement RAI in schools abroad that share our vision of improved academic success in the prevention and detection of learning difficulties,
This reduces our individual interventions to small group interventions, where up to 6 students from around the world meet together over a period of time to work towards a particular goal.
International links are formed, fostering a sense of belonging and openness to the world, and above all, for progress and pleasure in learning.
- Tailored response to the needs of all students
- Decrease in school dropout
- Increase in school results
- Increase in teachers' sense of professional competence
Take part in our pilot project
Take the opportunity to identify your middle and high school students who are struggling with lexical and grammatical spelling to target needs and create group interventions.
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