RtIRtI Response to Response to InterventionIntervention

April 2, 2008April 2, 2008

Board PresentationBoard Presentation

When Congress reauthorized IDEA, they changed the law about identifying children with specific learning disabilities. Schools will “not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability ..." (Section 1414(b))

What is RtI?What is RtI?• RtI is the practice of:1. Providing high-quality instruction/intervention;2. Matching student needs;3. Frequent progress monitoring and formative

evaluation; and4. Applying to individual educational decisions.

It is implemented by allocating resources to deliver effective interventions that produce improved child outcomes.

(CDE, 2006)

RtI Core PrinciplesNational Association of State Directors of Special Education(NASDSE), 2006

• We can effectively teach all children• Intervene early• Use a multi-tiered model of service• Use researched-based, scientifically validated interventions / instruction• Monitor student progress to inform instruction• Use data to make decisions• Use assessments for three different purposes:1. Screening;2. Diagnostics; and3. progress monitoring

Tiered Levels of Instruction& Intervention

Basics of RTIPrimary Prevention (Tier 1):– All student receive a research supported core

curriculum– All students screened seasonally (Fall, Winter, &

Spring) to determine which students are suspected to be at risk

– Students suspected to be at risk remain in primary prevention and their progress is monitored for 4 to 8 weeks

Progress monitoring in Tier 1 is used to:• Disconfirm risk. These responsive students remain

in primary prevention.• Confirm risk. These unresponsive students move

to secondary prevention.

Basics of RTISecondary Prevention (Tier 2):– Supplemental intervention is provided in flexible

groups for anywhere from 10-15 weeks– Student progress is monitored weekly– Student responsiveness is assessed continually :

Students who are responsive to Tier 2 interventionreturn to Tier 1• Students who are under-responsive to Tier 2intervention move to tertiary Tier 3 intervention

Basics of RTITertiary Prevention (Tier 3):– Intensified individualized intervention (may or

may not involve special education services)– Student progress is monitored weekly

Progress monitoring is used to:• Set Individualized education program (IEP) goals.• Design individualized instructional programs.• Monitor student response.– When progress monitoring indicates that a

student has met benchmark performance standards, student exits Tier 3 (or special education), and returns to primary (Tier 1) or secondary (Tier 2) prevention, with ongoing progress monitoring.

TIER 1: Primary Prevention- General education setting- Research-supported instruction- Screening to identify studentssuspected to be at risk- PM to (dis)confirm risk status

TIER 2: Secondary Prevention- Supplemental researchedbasedintervention- PM to assess responsiveness

TIER 3: Tertiary Prevention- Intensified/Individualizedintervention (special education)- PM to set IEP goals- PM to formulate individualizedprograms- PM to assess responsiveness

AT RISK

RESPONSIVE

RESPONSIVE

UNRESPONSIVE

UNRESPONSIVE

Guiding BeliefsGuiding Beliefs

• All students are part of the general education system.

• There is shared responsibility for student achievement across the entire school community.

• The best way to address student learning needs is to be proactive.

Guiding BeliefsGuiding Beliefs

• Differentiated instruction is an essential part of an instructional program.

• Accurate reliable assessment data are essential to determine the instructional abilities of all students.

• Instructional decisions are based on multiple sources of data.

Guiding PrinciplesGuiding Principles

• The effectiveness of instruction is routinely monitored; on-going formative data are used to indicate when changes in instruction are needed.

• Parents are vital members of the team to support students.

• Administrators and teacher leadership teams are vital in the instructional leadership and data based decision making of a district and school.

Guiding PrinciplesGuiding Principles• Teachers have adequate tools,

strategies, support, and resources to meet the needs of all students.

• Quality professional development is essential to support implementation of a systemic effort to support RtI.

Guiding PrinciplesGuiding Principles• A variety of research-based practices

will be needed to address the needs of learners (not one size fits all).

• Each school has a unique culture,set of resources and needs requiring a tailored system of decision making.

• Individuals with skills in data-based decision making will be needed to support the process.