RTI: Response-To-RTI: Response-To-InterventionIntervention

Madison Elementary School Madison Elementary School

09-02-0909-02-09

Mission StatementMission Statement

• Our vision for RtI is that all students can achieve with the right supports. We will work together as a whole school to create a systematic framework of providing high quality instruction and intervention matched to student needs. We will use scientific-research based programs and valid and reliable assessments. Ongoing professional development and leadership will be provided to ensure the success of our students.

• Draft July 8, 2009

What is it?What is it?

• Response-To-Intervention is a process which includes the provision of systematic, researched-based instruction and interventions for struggling learners.

• RTI can replace and/or augment the I.Q discrepancy model in the identification of learning disabilities.

• RTI is considered a general education service, however, it can also be used in special education settings.

Team MembersTeam Members

Ann BartlettAnn Bartlett NurseNurse Christine ZimmerChristine Zimmer Grade 1Grade 1 Karen CoyleKaren Coyle Grade 2Grade 2 Brian ErnestBrian Ernest AdministrationAdministration Linda HaverLinda Haver Special EducationSpecial Education Mary Pat DevineMary Pat Devine SAU 13 PsychologistSAU 13 Psychologist Donna McDougalDonna McDougal SAU 13 ConsultantSAU 13 Consultant Pat KehoePat Kehoe SAU 13 Sp. Ed. SAU 13 Sp. Ed.

DirectorDirector Ali JanowiczAli Janowicz GuidanceGuidance

7 Guiding Principles7 Guiding Principles

• ALL students are part of ONE proactive educational system.

• Scientific, research-based/ evidence-based instruction is used.

• Instructionally relevant, valid and reliable assessments serve different purposes.

• A systematic, collaborative method is used to base decisions on a continuum of student needs.

• Data guide instructional decisions.

• Staff receive professional development, follow-up modeling, and coaching to ensure effectiveness and fidelity at all levels of instruction.

• Leadership is vital

• Adapted from Heartland (Iowa) Area Education Agency

Key FeaturesKey Features Primarily a general education initiative focused on early Primarily a general education initiative focused on early

interventions for struggling learners.interventions for struggling learners. RTI is based on a problem-solving model that utilizes RTI is based on a problem-solving model that utilizes

data for informed decision-making.data for informed decision-making. RTI interventions are systematically applied and derived RTI interventions are systematically applied and derived

from research-based practices.from research-based practices. RTI is dependent on progress monitoring and data RTI is dependent on progress monitoring and data

collection.collection. RTI intervention plans are designed, implemented, and RTI intervention plans are designed, implemented, and

monitored by a multi-disciplinary team of professionals.monitored by a multi-disciplinary team of professionals. RTI can replace the I.Q. discrepancy model for RTI can replace the I.Q. discrepancy model for

determining the presence of a learning disability.determining the presence of a learning disability.

The 3 Tier ModelThe 3 Tier Model Tier ITier I: This represents the core instructional group. : This represents the core instructional group.

When adequately differentiated instruction is applied When adequately differentiated instruction is applied 80 - 90% of these students will achieve established 80 - 90% of these students will achieve established benchmarks. Assessments occur 3-4 times per year.benchmarks. Assessments occur 3-4 times per year.

Tier IITier II: More intensive services and interventions, : More intensive services and interventions, usually in small groups and are provided in addition usually in small groups and are provided in addition to general instruction. Bi-weekly progress monitoring to general instruction. Bi-weekly progress monitoring is suggested and these researched-based is suggested and these researched-based interventions last typically 6-10 weeks.interventions last typically 6-10 weeks.

Tier IIITier III: for students who do not adequately respond : for students who do not adequately respond to targeted Tier II interventions. Eligibility for special to targeted Tier II interventions. Eligibility for special education services under IDEA would be considered. education services under IDEA would be considered. Additional testing may be warranted and students Additional testing may be warranted and students would receive individualized , intensive, interventions would receive individualized , intensive, interventions targeted to specific skill deficits.targeted to specific skill deficits.

RTI and the Law: NCLB

High Quality Instruction

Researched-based Instruction

Universal Screening

Continuous Progress Monitoring

Early Intervention

Progress Monitoring During Interventions

IDEA

The 2004 reauthorization of the Individuals with Disabilities Act (IDEA) includes language allowing states to use an RTI process rather than an I.Q discrepancy model for identifying students with learning disabilities.

U.S. Department of Education Regulations permit the use of the RTI process to “ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction:” (34C.F.R. 300 & 301, 2006).

The regulations require that “appropriate” instruction in the general education settings has been delivered by highly qualified personnel and that data-based documentation of repeated assessments at reasonable intervals has been collected.

Universal Design for Learning (UDL)

• Multiple means of representation: to give learners various ways of acquiring information and knowledge, such as demonstration, lecture or simulations.

• Multiple means of expression: provide learners with alternatives for demonstrating what they know, such as written, oral or graphic.

• Multiple means of engagement: to tap into learners interests to challenge and motivate them to learn, such as student selection of topics and cooperative learning.

Universal Design for Learning

The importance of UDL to the application of RTI is that it underscores the need for “multiple pathways” to help all students succeed. Therefore, curriculum and instruction must be adequately differentiated to address the diverse needs of learners in the classroom.

Types of AssessmentsTypes of Assessments Report CardsReport Cards Standardized Test ResultsStandardized Test Results Informal AssessmentsInformal Assessments Teacher/Parent/Student Rating Scales (behavior, Teacher/Parent/Student Rating Scales (behavior,

attitude, interests)attitude, interests) Work SamplesWork Samples Curriculum-Based Measurements (CBM)Curriculum-Based Measurements (CBM) Screening DataScreening Data Classroom ObservationsClassroom Observations Behavioral LogsBehavioral Logs Discipline ReferralsDiscipline Referrals Attendance DataAttendance Data

Progress Monitoring• Baseline Phase: data collection prior to the

intervention phase.• Intervention Phase: this is where the

specific intervention is implemented. The duration of this phase will be determined by the RTI team and the analysis of on-going data.

• RTI Phase: this is where student progress is monitored over a pre-determined period of time, after the interventions have been implemented.

RTI: A Value Added Practice

A step-by step approach Academic and Behavior components Universal Design for Learning UDL Team Decision-Making Increased success rate of students in the general

education setting Providing Researched-based instruction Providing critical data needed to design, implement

and monitor instructional and behavioral interventions. Reducing the time that additional instructional

supports are delivered to students Reducing the number of referrals to special education

ResourcesResources ABC’s of CBM: A Practical Guide to Curriculum Based MeasurementABC’s of CBM: A Practical Guide to Curriculum Based Measurement

by M Hosp, & K.W.Howellby M Hosp, & K.W.Howell Response to Intervention: Principles and Strategies for Effective Response to Intervention: Principles and Strategies for Effective

PracticePractice by Rachel Brown-Chidsey & Mark Steege by Rachel Brown-Chidsey & Mark Steege RTI Tackles ReadingRTI Tackles Reading featuring Karen Norlander, Esq. (DVD) featuring Karen Norlander, Esq. (DVD) RTI: The Classroom Connection for Literacy by Karen A. Kemp & RTI: The Classroom Connection for Literacy by Karen A. Kemp &

Mary Ann EatonMary Ann Eaton RTI Toolkit: A Practical Guide for SchoolsRTI Toolkit: A Practical Guide for Schools by Jim Wright by Jim Wright Power of RTI: Classroom Management Strategies K-6 featuring Jim Power of RTI: Classroom Management Strategies K-6 featuring Jim

Wright (DVD)Wright (DVD) RTI Data Collection Forms & Organizer: Classroom Starter KitRTI Data Collection Forms & Organizer: Classroom Starter Kit by by

Jim WrightJim Wright RTI: The Classroom Connection for Math and Literacy RTI: The Classroom Connection for Math and Literacy by Karen A. by Karen A.

Kemp, Mary Ann Eaton, & Sharon PooleKemp, Mary Ann Eaton, & Sharon Poole

Web LinksWeb Links

http://www.ed.state.nh.us/education/programs/ResponsetoInterventionRTI.htm

http://www.ed.state.nh.us/education/programs/documents/INTERACTIVEGUIDETORTI-NH.pdf