Response to Intervention (RtI) A Brief Introduction to NH ’ s RtI Framework for the State Advisory Committee on the Education of Students with Disabilities January 6, 2010

New Hampshire is committed to the educational success of all students.

In that spirit, the NH RTI Task Force was formed in January 2008.

The goal of the Task Force is to provide leadership for NH school districts through development of a state framework, available for use by all districts, and that supports the understanding and effective implementation of an RtI system to benefit all NH children.

In order to reach ALL students, it is necessary to reach EVERY student.

RtI - The Big Ideas

RtI is an approach to differentiating instruction to meet all students ’ needs. It addresses four questions:

1. Exactly what is it we want all students to learn?

2. How will we know when each student has acquired the essential knowledge and skills?

3. What happens in our school when a student does not learn?

4. How will we enrich and extend the learning for students who are already proficient? --Rick DuFour et al.

RtI is a whole-school, systemic approach.

RtI involves high-quality instruction or intervention matched to student needs and

using students ’ learning rate over time and level of performance to

make data-based educational decisions. National Association of State Directors of Special Education, 2005 ( definition adopted by the NH RtI Task Force)

RtI is a Tiered Approach Tier 2: 15% of students Tier 1: 80% of students Tier 3: 5% of students

Tier 1: Core Instruction All students receive high quality, general instruction and positive behavioral support.

Tier 2: Targeted Group Interventions Some (at-risk) students receive highly efficient, rapid response instruction - in addition to core instruction.

Tier 3: Intensive, Individual Interventions Individual struggling students receive assessment-based, high-intensity instruction, in addition to core instruction.

What does RtI entail?

Effective leaders who can articulate the vision for systemic change and communicate and support plans to realize it.

Changes to the school schedule, if necessary!

Problem-solving, collaborative instructional teams who can make data-driven decisions in the service of high-quality instruction.

Ongoing, job-embedded professional development to build staff capacity for learning and change.

RtI is not a special education initiative or prereferral system.

Because RtI became part of federal and state law through the Individuals with Disabilities Education Act of 2004, tendency is to view RtI within the realm of Special Education.

It’s about school improvement.

RTI – Guiding Principles* 1.ALL students are part of ONE proactive educational system 2.Use scientific, research-based instruction 3.Use instructionally relevant assessments 4.Use a problem-solving method to make decisions based on a continuum of students needs 5.Data are used to guide instructional decisions 6.Quality professional development supports effective instruction for all students 7.Leadership is vital * Adapted from Heartland (Iowa) AEA

NH RTI Task Force Work to date Began its work in 2007 (Arlington, VA) Completed the Interactive Guide in 2009 Offered RTI Leadership training in July 2009 (Cohort 1) Collaborated with NHSAA/Best Practices Conference Developing 5 year Strategic Plan (final draft) Next Steps Ongoing PD support for RTI Leadership Ongoing support for new and existing RTI initiatives – Cohort I - April 2010 – Cohort II - July 2010 Future PD to be determined based on needs

For more information: AN INTERACTIVE GUIDE TO RTI IN NEW HAMPSHIRE IVEGUIDETORTI-NH.pdf

A Family Guide to Response to Intervention (RtI) Developed by Parent Information Center %20Booklet%20PQ.pdf

A Parent’s Guide to Response to Intervention (RtI) by Susan Bruce