2.  RtII is a comprehensive multi-tiered prevention model that provides services and interventions as early as possible to meet the instructional needs of all students.  IDEA 2004 provides for the use of RtII as an alternative to the discrepancy model for the identification of students with learning disabilities. Ernst, Miller, Robinson & Tilly 2005

3.  Universal Screening of academics and behavior  Multiple tiers of increasingly intensive interventions  Differentiated curriculum within each tier  Use of scientifically research-based interventions  Continuous monitoring of student progress  Data driven decision making RTI: A Schoolwide Framework for Student Success PaTTAN (2005)

4.  Shifts in Thinking ◦ Assessment – from placement-oriented assessment to teaching-oriented assessment focused on what to teach and how to teach it ◦ MY students to OUR students – Shared ownership  Professional Development ◦ Administrative groups (district and building level) ◦ Direct service groups (classroom teachers and other instructional staff) ◦ Related service groups (school psychologists, speech therapists, counselors etc.) ◦ Parents  Technical Support ◦ Data Management System RTI: A Schoolwide Framework for Student Success PaTTAN (2005)

5. Tier 3 Tier 2 Tier 1 5% Intensive Interventions 15% Strategic Interventions Smaller groups High Intensity Longer Duration 80% Core Instruction Small groups High efficiency Rapid Response All Students Preventive

6.  Definition: Students making expected progress in general education curriculum and who demonstrate social competence  Effective core instruction differentiated based on data  Benchmark assessments about 3x per year RTI: A Schoolwide Framework for Student Success PaTTAN (2005)

7.  Definition: Academic and behavioral strategies 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. RTI: A Schoolwide Framework for Student Success PaTTAN (2005)

8.  Scientifically research-based interventions  Core instruction plus supplemental materials  Specialists assist with additional instruction  Increased small group instructional time  Increased assessment ◦ Progress monitoring biweekly RTI: A Schoolwide Framework for Student Success PaTTAN (2005)

9.  Definition: Academic and behavioral strategies designed for students significantly behind established grade-level benchmarks in the general education curriculum or who demonstrate significant difficulties with behavioral and social competence. RTI: A Schoolwide Framework for Student Success PaTTAN (2005)

10.  Supplemental instructional materials  Small intensive groups  Increased small group instructional time  Increased assessment ◦ Progress monitoring weekly RTI: A Schoolwide Framework for Student Success PaTTAN (2005)

11.  We must document that the student did not respond to interventions put in place in the general education curriculum AND that the instruction has been delivered with fidelity BEFORE a student can be recommended for an evaluation.  IDEA 2004 offers greater flexibility to schools by eliminating the requirement that students must exhibit a severe discrepancy between intellectual ability (IQ) and achievement in order to be found eligible for special education and related services.

12.  A student with significant academic delays would be administered a battery of tests, including an intelligence test and academic achievement test.  If the student had a ‘severe discrepancy’ [gap] between IQ and achievement, he or she would be diagnosed with a Learning Disability. www.jimwrightonline.com

13.  Requires chronic school failure BEFORE remedial/special education supports can be given.  Fails to consider that outside factors such as poor or inconsistent instruction may contribute to a child's learning delay.  A ‘severe discrepancy’ between test scores provides no useful information about WHY the student is doing poorly academically.  Different states (and even school districts within the same state) often use different formulas to diagnose LD, resulting in a lack of uniformity in identifying children for special education support. www.jimwrightonline.com

14.  Increased expectations for ALL students  Shared ownership of ALL students  Intervening earlier - No more having to “Crash and Burn” before receiving help!  Focus on matching instructional approach to student need  Reduced disciplinary referrals  Reduced special education referrals

17.  Response to Intervention: A Practical Guide for Every Teacher by William Bender and Cara Shores  What Really Matters in Response to Intervention: Research-Based Designs by Richard Allington  Pyramid Response to Intervention: RtI, Professional Learning Communities, and How to Respond when Kids Don’t Learn by Austin Buffum, Mike Mattos, and Chris Weber