What is Response to Intervention (RTI)?

What is Response to Intervention (RTI)?

Response to Intervention is the practice of providing high-quality instruction and interventions matched to student needs; monitoring progress frequently to make decisions about changes in instruction or goals; and applying student-response data to important educational decisions. RTI should be applied to decisions in general, remedial, and special education, creating a well-integrated system of instruction/intervention guided by student outcome data.

-National Association of State Directors of Special Education, Response to Intervention Blueprints for Implementation: School Building Level, 2008

Response to Intervention is the practice of providing high-quality instruction and interventions matched to student needs; monitoring progress frequently to make decisions about changes in instruction or goals; and applying student-response data to important educational decisions. RTI should be applied to decisions in general, remedial, and special education, creating a well-integrated system of instruction/intervention guided by student outcome data.

-National Association of State Directors of Special Education, Response to Intervention Blueprints for Implementation: School Building Level, 2008

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The Core Principles of Response to Intervention

The Core Principles of Response to Intervention

Universal screening of academics and behavior High-quality, research based classroom instruction Implementation of appropriate research-based

interventions Student assessment with classroom focus Continuous progress monitoring during

interventions Teaching behavior-fidelity measures

- National Research Center on Learning Disabilities (NRCLD), 2006

Universal screening of academics and behavior High-quality, research based classroom instruction Implementation of appropriate research-based

interventions Student assessment with classroom focus Continuous progress monitoring during

interventions Teaching behavior-fidelity measures

- National Research Center on Learning Disabilities (NRCLD), 2006

Legal Background Legal Background

A local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures

-Title 34 Code of Federal Regulators (CFR), 2000

A local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures

-Title 34 Code of Federal Regulators (CFR), 2000

Legal Background continued…Legal Background continued…

RTI procedures are specifically mentioned in both NCLB and IDEIA 2004.

IDEIA 2004 requires that students receive scientifically based instruction before special education referrals can be made.

RTI data can be used as part of the evaluation procedures for determining the presence of a specific learning disability.

RTI procedures are specifically mentioned in both NCLB and IDEIA 2004.

IDEIA 2004 requires that students receive scientifically based instruction before special education referrals can be made.

RTI data can be used as part of the evaluation procedures for determining the presence of a specific learning disability.

Implementing RTI - First StepsImplementing RTI - First Steps

Staff survey – assumptions, beliefs, and behaviors.

Review of core curriculum – replace what is not evidence based.

After review, decide as a team whether the building has the necessary resources to craft appropriate Tier II/Tier III interventions or whether you need to obtain new curriculum.

Staff survey – assumptions, beliefs, and behaviors.

Review of core curriculum – replace what is not evidence based.

After review, decide as a team whether the building has the necessary resources to craft appropriate Tier II/Tier III interventions or whether you need to obtain new curriculum.

Implementation continued…Implementation continued…

Universal assessment – what will be used to globally assess students and how often (i.e. MAP).

Determine how to break students into appropriate intervention groups based upon data from universal assessment.

Progress monitoring - determine what will be used to monitor progress and how often this will occur (MAP, MONDO, common assessments, etc.)

Universal assessment – what will be used to globally assess students and how often (i.e. MAP).

Determine how to break students into appropriate intervention groups based upon data from universal assessment.

Progress monitoring - determine what will be used to monitor progress and how often this will occur (MAP, MONDO, common assessments, etc.)

Staffing for RTIDifferentiation - Pair Share

Staffing for RTIDifferentiation - Pair Share

Turn to a neighbor and briefly discuss ways in which a building RTI team could utilize available staff to meet the needs of students in all three tiers of intervention.

Turn to a neighbor and briefly discuss ways in which a building RTI team could utilize available staff to meet the needs of students in all three tiers of intervention.

The Five-Step Process for Response to InterventionThe Five-Step Process for Response to Intervention

Conduct universal screening and ongoing collection of data

Analyze assessed strengths and challenges to determine root causes

Establish SMART goals: set, review, and revise goals

Select scientific, research based interventions

Progress monitoring during interventions

Conduct universal screening and ongoing collection of data

Analyze assessed strengths and challenges to determine root causes

Establish SMART goals: set, review, and revise goals

Select scientific, research based interventions

Progress monitoring during interventions

SummarySummary

Review of definition and legal background of RTI.

Implementing RTI - where do we start? Case Study - Crucial to adhere to five step

process of RTI throughout implementation period, not just at the outset.

Review of definition and legal background of RTI.

Implementing RTI - where do we start? Case Study - Crucial to adhere to five step

process of RTI throughout implementation period, not just at the outset.

To keep in mind…To keep in mind… Are we providing appropriate Tier I instruction to

ensure that the majority of the students needs are being met?

Is our universal screening tool providing us with the best data possible for all of our students?

Are we committed to regular progress monitoring and what do we do with this data?

Have we worked with the master schedule to ensure that we have the appropriate staffing to meet the needs of students in all three tiers?

Are we providing appropriate Tier I instruction to ensure that the majority of the students needs are being met?

Is our universal screening tool providing us with the best data possible for all of our students?

Are we committed to regular progress monitoring and what do we do with this data?

Have we worked with the master schedule to ensure that we have the appropriate staffing to meet the needs of students in all three tiers?