Response to Intervention (RTI)

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Response to Intervention(RTI)
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What Is RTI?

• RTI is a general education initiative written
  into the special education law IDEA 2004.
• Its purpose is to offer educators a framework in
  which to structure early intervention strategies.
• At its core, RTI aims to support at-risk students
  by removing barriers to learning.

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Where Did RTI Begin?

• The RTI approach emerged from multiple long-term
  studies which indicate that nearly every student
  can learn when differentiated instructional
  strategies, expert-driven instruction, and a
  scientifically validated curriculum are used in
  the regular classroom.

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What Does RTI Involve?

• The RTI process involves gathering and examining
  assessment data.
• Educators use the results to judge the
  effectiveness of the interventions used with
  students and to determine appropriate new
  instructional plans.

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Key Features of RTI

• It is primarily a general education initiative
  designed to address the needs of struggling
  learners early in their educational experience.
• It is based on a problem-solving model that uses
  data to inform decision-making.
• RTI interventions are systematically applied and
  derived from research-based practices.
• It is highly dependent on progress monitoring and
  collection of data from multiple sources.
• RTI intervention plans are designed, implemented
  and monitored by a multi-disciplinary team of
  professionals.
• It can replace the I.Q. discrepancy model for
  determining the presence of a learning
  disability.

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Turn Talk

• What are your initial concerns or
  anxieties about RTI?

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The 3 Tier Model of RTI

• Tier 1 the provision of general screening and
  group interventions that usually represent the
  core instructional program. If this instruction
  is adequately differentiated, 80-90 of the
  students will respond and achieve established
  benchmarks. Assessments occur three to four times
  per year.
• Tier 2 if students do not make adequate
  progress in Tier 1, more intensive services and
  targeted interventions, usually in small groups,
  are provided in addition to instruction in the
  general curriculum. Progress is monitored more
  closely, at least bi-weekly, and the
  research-based interventions could last
  approximately six to ten weeks.
• Tier 3 for students who do not adequately
  respond to the targeted interventions in Tier 2,
  eligibility for special education services under
  IDEA (2004) would be considered. Additional
  testing may be warranted and students would
  receive individualized intensive interventions
  targeted to the skill deficits.

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Academic RTIPBIS
Intensive Interventions
Intensive Interventions
1-5
Targeted Interventions
Targeted Interventions
5-10
Universal Interventions All Students Preventive
Proactive
Core Program and Universal Interventions All
Students
80-90
Positive Behavioral Intervention Supports
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RTI and the Law

• The components of RTI underscored in No Child
  Left Behind (NCLB) focus on accountability for
  results and include
• High Quality Instruction
• Research-Based Instruction
• Universal Screening
• Continuous Progress Monitoring
• Early Intervention
• Progress Monitoring during Interventions

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Definition of Terms

• Universal Screening a means to access students
  who are at risk for falling below state or grade
  level standards. The screening can be
  accomplished through formal and/or informal
  methods.
• Intervention a designed change in the manner
  and/or degree on which a student is being
  instructed. An intervention can address academic
  and/or behavioral needs.
• Baseline data, collected prior to the initiation
  of an intervention, that is utilized for
  comparison with data collected during and/or
  after an intervention has been implemented.

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What is the RTI Approach?

• Nothing is prescribed or detailed by RTI
• There isnt one, specific RTI approach.
• Two models have emerged
• a. problem-solving RTI
• b. standard protocol RTI

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Problem-solving RTI

• Involves the implementation of interventions
  designed for individual student needs
• Allows more flexibility in choices of
  interventions and allocation of resources

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Standard Protocol RTI

• Relies on interventions for small groups of
  students experiencing the same academic problems
• Standard interventions in place and readily
  available to students in need

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Five Essential Elements 1

• Under an RTI framework, schools must embrace a
  comprehensive universal screening process that is
  administered to all students.
• Examples DIBELS, AIMSweb, 4Sight, STAR
• School-wide screenings are repeated during the
  year and the results are used to guide
  instructional decisions.

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Five Essential Elements 2

• Classroom teachers represent the first line of
  early intervention.
• They are expected to implement high-quality,
  evidence-based instruction matched to a students
  learning needs as identified through the
  screening process and classroom assessments.

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Five Essential Elements 3

• RTI requires the progress of all students,
  especially those at-risk, to be monitored closely
  in the regular classroom.
• The data flowing from curriculum-based measures
  enables the teacher to assess an individual
  students response to the strategies or
  interventions being used.
• Instruction is adjusted accordingly to maximize
  student achievement.

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Five Essential Elements 4

• Even in classrooms following an RTI model, some
  students may fail to thrive.
• If a learner consistently demonstrates the need
  for additional support, the classroom teacher can
  share the results of intervention efforts and
  work collaboratively with colleagues to explore
  other instructional options.

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Five Essential Elements 5

• If the collaborative team and classroom teacher
  determine the student requires support in
  addition to the prescriptive instruction already
  provided, supplemental services are arranged.
• IDEA 2004 allows at-risk students to receive
  supplemental support without a disability level.
• This support is coordinated with other
  school-based services and personnel e.g., Title
  I, ESL/ELL, SPED, specialists, coaches, etc.

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What About Identification of a Learning
Disability?

• Schools following an RTI framework now have an
  important proactive alternative to the
  wait-to-fail or IQ-achievement discrepancy
  model used in the past.
• For a student consistently failing to respond to
  interventions, a special education referral team
  would begin a comprehensive evaluation.

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RTI Funding

• To support the use of EIS, IDEA allows a district
  to use up to 15 of it special education funds
  for

• on-going professional development
• providing educational and behavioral
  evaluations, services, and supports

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Turn Talk

• How often do you provide multiple ways for
  students to master knowledge and skills?
• Do you use a range of research-based
  instructional strategies?
• What role do pre-assessments play?
• Do your students often work in small groups?
• Are your students using self-assessment?
• Do you use both summative and formative
  assessments?

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Rate of Improvement (ROI)

• Under RTI, data derived from a students
  response to different interventions is used to

• Evaluate the effectiveness of instructional
  efforts
• Guide future planning decisions
• Determine a learners need for more intensive
  support
• Establish the presence or absence of a learning
  disability

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Dont Be Anxious About RTI

• There are many unanswered questions.
• There is no specific RTI model.
• Much of what you already do supports RTI.
• It all boils down to consistent use of best
  instructional practices that benefit all
  learners.

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Summary Features of RTI

• RTI is primarily a general education initiative
• RTI is based on a problem-solving model using
  data to support decisions
• RTI interventions are based on research-based
  practices
• RTI is highly dependent on progress monitoring
  and data collection

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Two Essentials

• Creating conditions within schools to facilitate
  regular collaboration through thoughtful
  scheduling and planning.
• On-going staff development through conferences,
  seminars, on-site training, and on-line learning
  so teachers are equipped with the tools they need.

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RTI, DI and Marzanos 9

• Teachers using differentiated instruction (DI) in
  their classrooms are already offering the
  expert-driven, responsive, student-centered
  instruction that RTI requires.
• Marzanos 9 powerful strategies are often
  considered the most comprehensive appraoch for
  addressing RTI through differerentiated
  instruction.