Www.interventioncentral.org Jim Wright Implementing The RTI Model: Next Steps for Schools

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Jim Wright

Implementing The RTI Model: Next Steps for Schools


Jim Wright

Implementing RTI: Next Steps

1. Adopt evidence-based intervention strategies. Academic interventions will have a higher chance of success if they are based on sound empirical research.


Jim Wright

Implementing RTI: Next StepsWeb resources for evidence-based intervention strategies

• Big Ideas in Beginning Reading (U of Oregon):reading.uoregon.edu

• What Works Clearinghouse (US Dept of Education): www.w-w-c.org

• Intervention Central: www.interventioncentral.org


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Reading Interventions


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Savvy Teacher’s Guide: Reading

Interventions That Work

(Wright, 2000)


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Interventions for…Increasing Reading Fluency

• Assisted Reading Practice• Listening Passage Preview (‘Listening

While Reading’)• Paired Reading • Repeated Reading


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Interventions for…Improving Comprehension

• ‘Click or Clunk?’ Self-Check• Keywords: A Memorization Strategy• Main Idea Maps• Mental Imagery: Improving Text Recall• Oral Recitation Lesson• Prior Knowledge: Activating the ‘Known’• Question-Generation• Reciprocal Teaching: A Reading Comprehension Package• Story Map• Text Lookback


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2. Train staff to collect frequent progress-monitoring data. Curriculum-based measurement (CBM) can be used to assess a student’s accuracy and speed in basic-skill areas such as reading fluency, math computation, writing, spelling, and pre-literacy skills.

Teachers also can measure the behavior of struggling learners on a daily basis by using classroom behavior report cards: simple, convenient rating forms to track a child’s work completion, attention to task, compliance with teacher directions, and other behaviors that influence learning.


Jim Wright

Implementing RTI: Next StepsWeb resources for progress-monitoring

• CBM Warehouse: www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml

• The Behavior Reporter (Behavior Report Card Generator): http://www.jimwrightonline.com/php/tbrc/tbrc.php


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3. Develop building-level intervention programs to address common academic concerns. When faced with large numbers of students with shared academic concerns (e.g., reading fluency), schools can create a building-level intervention program to meet this need. For example, older children could tutor younger students by using simple, research-based techniques to boost their tutees’ reading fluency.


Jim Wright

Implementing RTI: Next StepsWeb resource for a building-level intervention program: peer-tutoring/reading fluency

• Kids as Reading Helpers Peer Tutoring Manual:www.interventioncentral.org/htmdocs/interventions/rdngfluency/prtutor.shtml


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Kids as Reading

Helpers: A Peer Tutor

Training Manual


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4. Establish a building intervention team. Made up of teachers and support staff, the intervention team can help referring teachers design feasible strategies for struggling students.

Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and assist busy teachers in carrying out intervention plans.


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Strategies to Minimize Teacher Resistance to Classroom Interventions (Kovaleski, 2003)

• Collaborative team problem-solving process in which the referring teacher is an active and equal participant

• Peer-coaching’ format for introducing intervention to classroom--with modeling of intervention for teacher

• Ongoing consultation with referring teacher to ‘embed’ intervention into classroom routine


Jim Wright

Implementing RTI: Next StepsWeb resources on building intervention teams

• Screening to Enhance Educational Performance: STEEP (Joe Witt, Ph.D.):http://www.joewitt.org/steep.htm

• Instructional Consultation Teams (Sylvia Rosenfield, Ph.D.)http://www.icteams.umd.edu/

• School-Based Intervention Teams (Syracuse City Schools):http://www.interventioncentral.org/htmdocs/interventions/sbit.shtml


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School-Based Intervention Teams: QuickGuide


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SBIT QuickGuide


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• Step 1: Assess Teacher Concerns

• Step 2: Inventory Student Strengths and Talents

• Step 3: Select Target Teacher Concerns

• Step 4: Set Goals

• Step 5: Design an Intervention Plan

• Step 6: Plan How to Share Information with the Student’s Parent(s)

• Step 7: Review the Intervention and Monitoring Plans

SBIT Consultative Process


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5. Align Current Intervention & Assessment Efforts With 3-Tier Model. Many schools already have intervention & assessment initiatives in place. Mapping out those initiatives, standardizing their content, and tying them to the appropriate level of the 3-tier intervention framework can help schools to better coordinate intervention programming.


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Tier ITier I

Tier IITier II

Tier IIITier III

PBIS: Primary

PBIS: Secondary

PBIS: Tertiary

Intervention Team

Homework Club

Reading Lab

Math Lab

Special Education Services

RTI Response By Levels: Examples


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References• Fuchs, D., Mock, D., Morgan, P.L., & Young, C.L. (2003).

Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disability construct. Learning Disabilities Research & Practice, 18(3), 157-171.

• Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186.

• Kovaleski, J. F. (2003). The three-tier model of identifying learning disabilities: Critical program features and system issues. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

• Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137-146.


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Www.interventioncentral.org Jim Wright Implementing The RTI Model: Next Steps for Schools