Response to Intervention

Dr. Kathleen Dailey

Variations of the Acronym

Response to Intervention (RTI)Response to Instruction and Intervention

(RtII- Pennsylvania)

What’s your motivation to learn more about RtI?

IDEA (2004) and RtI

What is Response to What is Response to Intervention?Intervention?

An An early intervening strategy early intervening strategy that carries dual that carries dual meaning in PA.meaning in PA.

A comprehensive, multi-tiered, standards aligned A comprehensive, multi-tiered, standards aligned strategy to enable early identification and strategy to enable early identification and intervention for K-12 students at intervention for K-12 students at academic or academic or behavioral riskbehavioral risk..

May be considered as one May be considered as one alternative to the alternative to the aptitude-achievement discrepancy model for the aptitude-achievement discrepancy model for the identification of students with learning identification of students with learning disabilitiesdisabilities; a LEA may use a process that ; a LEA may use a process that determines if the child responds to scientific, determines if the child responds to scientific, research-based intervention as part of the research-based intervention as part of the evaluation procedure (IDEA 2004).evaluation procedure (IDEA 2004).

PDE, 2008PDE, 2008

The Goal of RtI

The goal of RtI is to improve student achievement by monitoring student responses to a series of increasingly intense interventions matched to the instructional need and level of the student.

Avoid having students ‘fall through the cracks.’

PDE, 2008

RtI is a (an)

Data-driven process to improve reading and math achievement within a standards-aligned instructional system.

General education led effort implemented within a general education system coordinated with all other services including Special Education, ESL, Title I and others.

System to provide instructional intervention in reading and math immediately upon student need.

RtI is a (an)

Alternative approach to the diagnosis of a Specific Learning Disability (SLD) instead of only using the aptitude-achievement discrepancy model.

Process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedures.

PDE, 2008

IRA Commission on RtI: Guiding Principles

Principle 1: Instruction Principle 2: Responsive Teaching and Differentiation Principle 3: AssessmentPrinciple 4: CollaborationPrinciple 5: Systemic and ComprehensivePrinciple 6: Expertise

IRA Commission on RtI: Guiding Principles and Webinar Materials

RtI Guiding Principleshttp://www.reading.org/General/AboutIRA/

Governance/Committees/RTICommission.aspx

http://www.reading.org/Resources/ResourcesByTopic/ResponseToIntervention/Overview.aspx#webinar

This link contains information about upcoming webinars as well as the archived Powerpoints from previous webinars.

Core Characteristics of RtII

Standards-aligned instruction- all students receive high quality, research-based instruction.

Universal screening- all students are screened to determine academic and behavior status against grade level benchmarks.

Shared ownership- all staff assume an active role in students’ assessment and instruction.

Core Characteristics of RtII

Data-Based Decision Making- Student performance data is analyzed to guide school decisions on instructional changes, choices of interventions, and appropriate rates of progress. Progress monitoring Benchmark and outcome assessment

Tiered Intervention and Service Delivery System Research- based interventions Flexible grouping Fidelity implementation

Core Characteristics of RtI

Parental Engagement- parents receive information regarding their child’s needs including: A description of the specific intervention and who is

delivering instruction. Clearly stated intervention goals and academic

progress expected for their child. Regular progress or lack of progress reports. The right to request a special education evaluation at

any time.PDE, 2008

Three Tier Model

Tier Terms

1 Primary Universal Core

2 Secondary Strategic Supplemental

3 Tertiary Intensive Intensive

Brown-Chidsey, Bronaugh, & McGraw (2009)

80-85%

10-15%

1-5%

Tier OneTier OneHigh-quality, effective High-quality, effective standards- aligned instruction standards- aligned instruction designed to engage and designed to engage and challenge all students.challenge all students.

• Clear and high expectations Clear and high expectations

for student learning and for student learning and

behavior.behavior.

• On-going assessmentOn-going assessment

• Highly qualifiedHighly qualified

personnelpersonnel

• 8 week monitoring period for 8 week monitoring period for

interventionsinterventions

•Howard, 2009; Howard, 2009; PaTTAN, 2009; PDE, 2008; rtinetwork.orgPDE, 2008; rtinetwork.org

Within Tier 1, Within Tier 1, all students all students receive receive high-quality, scientifically based high-quality, scientifically based instruction instruction provided by qualified provided by qualified personnel to ensure that their personnel to ensure that their difficulties are not due to difficulties are not due to inadequate instruction. All inadequate instruction. All students are students are screened screened on a on a periodic basis to establish an periodic basis to establish an academic and behavioral academic and behavioral baseline and to identify baseline and to identify struggling learners. The length struggling learners. The length of time for this step can vary, but of time for this step can vary, but it generally should not exceed 8 it generally should not exceed 8 weeks. During that time, student weeks. During that time, student progress is monitoredprogress is monitored.  Students .  Students not showing adequate progress not showing adequate progress are moved to Tier 2.are moved to Tier 2.

Tier TwoTier TwoAcademic and behavioral Academic and behavioral strategies, methodologies, and strategies, methodologies, and practices for some students who practices for some students who are not making expected are not making expected progress.progress.

• Students who are at risk for Students who are at risk for academic and behavioral failureacademic and behavioral failure

• Supplemental small group Supplemental small group instruction; use of specialistsinstruction; use of specialists

•Standard treatment protocolStandard treatment protocol

•On-going assessmentOn-going assessment

•Scientifically research-basedScientifically research-based

interventionsinterventions

• Up to 8-12 weeksUp to 8-12 weeks

Howard, 2009; Howard, 2009; PaTTAN, 2009; PDE, 2008; RTInetwork.orgPDE, 2008; RTInetwork.org

Students not making adequate Students not making adequate progress progress in the regular classroom in in the regular classroom in Tier 1 areprovided with Tier 1 areprovided with increasingly increasingly intensive instruction intensive instruction matched to matched to their needs. Intensity varies across their needs. Intensity varies across group size, frequency and duration group size, frequency and duration of intervention, and level of training of intervention, and level of training of the professionals providing of the professionals providing instruction or intervention. These instruction or intervention. These services and interventions are services and interventions are provided in provided in small-group settings small-group settings in in addition to addition to instruction in the instruction in the general curriculumgeneral curriculum. A longer period . A longer period of time may be required for this tier, of time may be required for this tier, but it should generally not exceed a but it should generally not exceed a grading period. Students who grading period. Students who continue to show too little progress continue to show too little progress at this level of intervention are then at this level of intervention are then considered for more intensive considered for more intensive interventions as part of Tier 3.interventions as part of Tier 3.

Tier ThreeTier Three

Intensive Interventions for a Intensive Interventions for a Few StudentsFew Students

• Intensive scientifically Intensive scientifically researched-based researched-based interventions interventions

•Standard protocol and Standard protocol and problem solving approachesproblem solving approaches

•Small intensive, flexible Small intensive, flexible groupsgroups

• On-going assessment and On-going assessment and decision makingdecision making

• Highly qualified personnelHighly qualified personnel

• Up to 8-12 weeksUp to 8-12 weeks

At this level, students who are At this level, students who are significantly below established significantly below established grade level benchmarks or who grade level benchmarks or who demonstrate significant demonstrate significant difficulties with behavioral and difficulties with behavioral and social competencesocial competence. Individuals . Individuals receive individualized, intensive receive individualized, intensive interventions. Students who do not interventions. Students who do not achieve the desired level of progress achieve the desired level of progress in response to these targeted in response to these targeted interventions are then referred for a interventions are then referred for a comprehensive evaluation and comprehensive evaluation and considered for eligibility for special considered for eligibility for special education services under the education services under the Individuals with Disabilities Individuals with Disabilities Education Improvement Act of 2004 Education Improvement Act of 2004 (IDEIA 2004). The data collected (IDEIA 2004). The data collected during Tiers 1, 2, and 3 are included during Tiers 1, 2, and 3 are included and used to make the eligibility and used to make the eligibility decision.decision.•Howard, 2009; Howard, 2009; PaTTAN, 2009;

PDE, 2008; RTInetwork.orgPDE, 2008; RTInetwork.org

Types of Intervention Types of Intervention ApproachesApproaches

Standard Protocol Standard Protocol ApproachApproach

Same approach for each Same approach for each studentstudent

Interventions chosen from Interventions chosen from approved listapproved list

Instructional decisions Instructional decisions follow a standard protocolfollow a standard protocol

Reduces teacher variablesReduces teacher variables

Problem-Solving Problem-Solving ApproachApproach

Individualized approachIndividualized approachDesign targeted Design targeted

interventions for each at-interventions for each at-risk studentrisk student

Utilized problem-solving Utilized problem-solving stepssteps

Input from varied Input from varied professionalsprofessionals

The two main types of decision-making approaches include standard protocol and problem-solving.

A Video Summary of the Three TiersA Video Summary of the Three TiersResponse to Intervention: A Tiered Approach to Response to Intervention: A Tiered Approach to Instructing All StudentsInstructing All Students

Response to Response to Intervention: Intervention: A Tiered A Tiered Approach to Approach to Instructing All Instructing All StudentsStudents

The RtI Implementation ProcessThe RtI Implementation Process

Assess school/district readiness

Establish prioritiesDevelop a multi-

year implementation plan

Implement RtIMonitor and evaluate

RtI implementation

PDE, 2008

• RtII implementation is a complex, multi-year, recursive process that requires the realignment and reengineering of the school infrastructure.•Ensures that while each school’s RtI model is unique, all use the same process to customize the framework:

RtII Team ApproachRtII Team Approach

PrincipalPrincipalClassroom Classroom

TeachersTeachersSchool School

PsychologistPsychologistSpeech and Speech and

Language Language TherapistTherapist

Instructional Support Instructional Support Personnel; special Personnel; special educationeducation

ParentsParentsSchool CounselorSchool CounselorReading Specialist Reading Specialist

and/or Literacy Coachand/or Literacy Coach

A benefit to RtI is the flexible nature of the framework. One commonality is the team building that serves as the basis for all decision-making and planning. The following list includes, but is not limited to stakeholders involved in building level team planning:

References

Brown-Chidsey,R., Bronaugh, L., & McGraw, K. (2009). RTI in the Classroom: Guidelines and Recipes for Success. NY; New York: Guilford Press.

Howard, M. (2009). RTI From All Sides. Portsmouth, NH: Heinemann.

www.PaTTAN.org

www.pde.state.pa.us

www. rtinetwork.org

Powerpoints: RtI

RTI overviewhttp://www.reading.org/downloads/

resources/rti0604_presentation.pptPowerpoint presentation from IRA- New Roles

for Reading Teachershttp://www.reading.org/downloads/

resources/rti0602_long_legwork.ppt 

Powerpoint on RTI- http://www.reading.org/downloads/resources/RTICommission_708_rv.ppt#1