What Is Response to What Is Response to Intervention?Intervention?
(RTI)(RTI)A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk.
Instruction that provides a response to student performance through scientific, research-based interventions.
Key Characteristics of Key Characteristics of RtIRtI
Use of scientifically research-based curriculum, & interventions aligned with academic standards
Universal Screening of Reading, Math and Behavior
Multiple, Fluid Tiers of Increasing Intensity of Interventions
Differentiated instruction, curriculum & intervention strategies
Continuous monitoring of student performance that increases with intensity of student need
Benchmark/Outcome assessment
RtI - NOTRtI - NOT
IST to RtIIST to RtIWhere we have been … Where we are going…Where we have been … Where we are going…
Instructional Support TeamResources Gained
1990-2006Response to Intervention
Request for assistance by teacher or parent Identification of need by universal screening for all students
Student specific team School, grade, group and, student specific flexible and fluid teams
IST (support) teacher coordinates process Coordination required for each team and between teams across the school
Standards-based core curriculum presumed Requires research-based core curriculum for reading and math
Implemented customized effective instruction for students at-risk
Requires effective instructional practices for all students
Student specific targeted ‘strategies’ School, grade, group and student specific interventions for all students
Targeted instructional ‘strategies’ (with available research-based interventions)
Scientific research-based interventions and standard protocol interventions
Implications for whole group instruction Systematic changes in whole group instruction – differentiated instruction
Behavior problems addressed through “Valentine” model and “Initial Line of Inquiry”
Behavior problems addressed through positive behavior supports
Progress monitoring for students at-risk Progress monitoring for all students at varying intensity
Pre-referral system-led to evaluation if needed Data from process can be used as part of primary SLD diagnostic criteria
Parent awareness Extensive parent involvement & reinforcement between home and school
Elementary student assistance program (ESAP) embedded in IST functions
Schools decide on relationship of three-tier process and ESAP
Teams use problem-solving format Teams use problem-solving format with scientific base and consistent data
• Academic Standards
• PSSA/PASA
• Access to General Education Curriculum
• Curriculum Aligned with Academic Standards
• Scientific Research Base
• State-wide Emphasis on Data-Informed Decision-Making
• PVAAS
• State-wide Dibels Training & Support for All Students
• State-wide Positive Behavior Support Training
• State-wide Progress Monitoring Training
• Tutoring & Extended Learning Opportunities
• Assessment Anchors
• Focus on All Students-All Subgroups
• School Improvement Model
• Inclusive Practices
• Academic Standards
• PSSA/PASA
• Access to General Education Curriculum
• Curriculum Aligned with Academic Standards
• Scientific Research Base
• State-wide Emphasis on Data-Informed Decision-Making
• PVAAS
• State-wide Dibels Training & Support for All Students
• State-wide Positive Behavior Support Training
• State-wide Progress Monitoring Training
• Tutoring & Extended Learning Opportunities
• Assessment Anchors
• Focus on All Students-All Subgroups
• School Improvement Model
• Inclusive Practices
Pennsylvania’s Three-tiered Pennsylvania’s Three-tiered FrameworkFrameworkAn Integrated Approach (General, Remedial and Special Education)
Based upon a functional perspectiveFocused on academic/behavioral growth of all studentsStudent needs exist on a continuumResources organized and provided in direct proportion to student need
ImplementationScientifically research-based practicesProblem Solving Model
A “Best Practice” approachConsiders all system variables (child, teacher, environment)
Results in objective and measurable interventions (evidence-based)
Strategic Interventions for
Students at Risk of Academic Failure
Tier 3:Tier 3:Intensive
Interventionsfor
Low Performing StudentsAlter curriculum, Add time,
support resources…
Tier I: Benchmark and School Wide Interventions
for Students on Grade-level (benchmark)
and All Students (Effective Instructional Practices provided within the General
Education Curriculum)
Tier 2: Strategic and Targeted Interventions
forStudents At –Risk for Failure
Strategic Instruction, Increased Time and Opportunity to Learn
What are interventions?What are interventions?
Targeted assistance based on progress monitoringAdministered by teacher and/or specialistProvide additional instruction (individual or small group)Match materials to instructional levelModify modes of task presentationModify instruction timeIncrease task structureIncrease task relevant practice
McCook, J., LRP Conference, December 2005
Interventions are NOTInterventions are NOT
Preferential seating
Shortened assignments
Parent contacts
Classroom observations
Suspension
Doing more of the same assignments
Retention
McCook, J., LRP Conference, December 2005
A Standard Protocol A Standard Protocol Intervention …Intervention …
Is scientifically research-based.
Has a high probability of producing change for large numbers of students.
Is designed to be used in a standard manner across students.
Is usually delivered individually or in small groups.
Is often scripted or very structured.
Can be orchestrated by a problem-solving team.
Tier I:Tier I: Benchmark and School Wide Interventions
for Students on Grade-level (benchmark)
and All Students
(Effective Instructional Practices provided within the General Education Curriculum)
▪Data Analysis Teaming▪Effective Instruction▪Universal Screening▪Progress Monitoring▪General Education
Curriculum▪Schoolwide Behavior
Support
Tier 1: Tier 1: Benchmark/SchoolwideBenchmark/Schoolwide
Tier 1: Tier 1: Benchmark/SchoolwideBenchmark/Schoolwide
Definition:Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence;
Describes school-wide interventions that are available to all students:
Effective instruction
Clear expectations
Effective student support
Periodic benchmark assessments
Universal prevention
Tier 1 FunctionsTier 1 Functions
Universal screening
Monitor Student Progress
Data analysis teaming
School-wide behavior supports
Effective differentiated instruction within the core curriculum
Tier 2:Tier 2: Strategic and Targeted
Interventionsfor
Students At –Risk for FailureStrategic Instruction,
Increased Time and Opportunity to Learn
Targeted Skill based Interventions More Frequent Progress Monitoring
Tier 2: Strategic/TargetedTier 2: Strategic/Targeted
Tier 2: Strategic/TargetedTier 2: Strategic/Targeted
DefinitionDefinition: Academic and behavioral strategies, methodologies and practices designed for students not making expected progress in the general education curriculum and/or have mild to moderate difficulties demonstrating social competence. These students are at risk for academic failure.
Tier 2: Strategic Tier 2: Strategic InterventionsInterventions
Use of standard protocol interventions
Scientifically research-based interventions Academic – reading & math
Behavior
Core instruction with supplemental materials
Differentiated instruction in general ed.
Specialists assist with strategic instruction in regular classroom
Increase opportunity to learn
Increase instructional time
Increase progress monitoring
Tier 3:Tier 3: Intensive
Interventionsfor
Low Performing Students
Alter curriculum, Add time,
support resources…
Intensive instructionSmall Group skill-based
instructionWeekly Progress
Monitoring
Tier 3: Intensive Tier 3: Intensive InterventionsInterventions
Tier 3: Intensive Tier 3: Intensive InterventionsInterventions
DefinitionDefinition: Academic and behavioral strategies, methodologies and practices designed for students significantly lagging behind established grade-level benchmarks in the general education curriculum or who demonstrate significant difficulties with behavioral and social competence.
Tier 3: Tier 3: Intensive Intensive InterventionsInterventions
Use of standard protocols
Supplemental instructional materials
Small intensive groups
Can be outside the general ed. classroom
Tutoring by remedial educators
Tier 3: Instructional Tier 3: Instructional StrategiesStrategies
Increased direct instruction time
More time on task
More immediate and corrective feedback
More opportunity to respond
Functional behavior analysis (FBA), Behavior Intervention Plan (BIP)
More frequent progress monitoring (once per week)
Core curriculum and intensive intervention
Examples
Results of Tier 3 Results of Tier 3 InterventionsInterventions
Cycle responders back to tier 2
Refer non-responders for evaluation for eligibility for special education
Strategic Interventions for
Students at Risk of Academic Failure
Tier 3:Intensive
Interventionsfor
Low Performing StudentsAlter curriculum, Add time,
support resources…
Tier I: Benchmark and School Wide Interventions
for Students on Grade-level (benchmark)
and All Students (Effective Instructional Practices provided within the General Education Curriculum)
Tier 2: Strategic and Targeted Interventions
forStudents At –Risk for Failure
Strategic Instruction, Increased Time and Opportunity to Learn
Layers of Support for Layers of Support for RtI ImplementationRtI Implementation
School- District – Regional – State-wide Strategic, Structured & Proactive
RtI Pilot School ProgramRtI Framework Resource Tool KitsRegional Trainer-of-Trainer SeriesOngoing Topical Area Workshops & TrainingsIntermediate Unit Technical Assistance Consultants
Special Education & Curriculum ConsultantsTraining and On-site assistanceBuild Capacity to support all schools
RtI Support for RtI Support for ImplementationImplementation
Resources: RTI TOOL KIT Development
1. Overview of RTI 2. Universal Screening 3. Data Analysis Teaming 4. Scientific-based core curriculum in reading &
math 5. Differentiated Instruction6. Progress Monitoring7. Positive Behavior Supports8. Using RtI in the Determination of Eligibility for
Special Education9. Training for Principals and Administrators
Intensive Supports:
Distinguished Educators
Targeted Supports: Intermediate Units
For Districts that Struggle in Particular Areas & are in School Improvement or
Warning – 350 Districts
Foundation Support
The Basics in All Six Components – All 501 School Districts
Tier 2:Strategic and Targeted
Interventions
Tier 1:Benchmark and School Wide Interventions
for All Students
Tier 3:Intensive
Interventions
Resources & Materials
The stuff you use to teach the content
Clear Standards
What students should know and do
Fair Assessments
How you measure what students know and are
able to do
CurriculumThe content behind
the standards
InstructionHow you teach
the content behind the standards
InterventionsHow you help struggling
kids understand the content
StrongResults
For ALL
Students
Linkages between the School Improvement System & RTI
Implementation of School-wide Approach to Address the Reading, Mathematics and
Behavioral Needs of All Students
Universal Screening of Academics and Behavior is Conducted for All Students; Continuous Progress Monitoring; Progress Monitoring
Data used to Determine Effectiveness and Drive
Instructional Adjustments; Conduct Benchmark/Outcome Assessment
for All Students
ALL Staff (Gen, Sp Ed, Title, ESL) Assume an
Active role in Instruction in the Curriculum
ALL Students Receive High Quality, Research-Based Instruction in the General Education
Setting; High-Quality Instruction and Intervention Matched to Student Need Using Data to Inform
Instruction
Ensure that Researched-Based Instruction and Intervention Strategies are
Implemented with Fidelity; Support Resources and Materials along with
Supplementary Interventions are Necessary to Held Students Not Making
Sufficient Progress
Research-Validated Interventions are Implemented Based on the Type, Level and
Intensity of the Individual Student’s Need
Pennsylvania RtI Pennsylvania RtI ImplementationImplementation