1. What Is Response to Intervention? (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.
Early identification and intervention are the key. We now have the tools (DIBELS, Benchmarks, progress monitoring, etc) to truly intervene. To intervene when a student crosses our threshold for the first time.
The more students receiving intervening earlier, the more successful and fewer requiring identification for special education. However, even those requiring special education will reap the benefits of additional, functional information and more truly intensive special education services.

2. Key Characteristics of RtI
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
Dr. Rhen has this slide. Will stress the difference here and where we were with IST. The regular education connection is also key here as most points deal directly with regular education resources.

3. RtI Students RtI Classroom RtI Teachers Special Education
RtI - NOT
RtI Students
RtI Classroom
RtI Teachers
Special Education
Another Name for IST

4. IST to RtI Where we have been … Where we are going…
Instructional Support Team
Resources Gained
Response 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

5. Pennsylvania’s Three-tiered Framework
An Integrated Approach (General, Remedial and Special Education)
Based upon a functional perspective
Focused on academic/behavioral growth of all students
Student needs exist on a continuum
Resources organized and provided in direct proportion to student need
Implementation
Scientifically research-based practices
Problem Solving Model
A “Best Practice” approach
Considers all system variables (child, teacher, environment)
Results in objective and measurable interventions (evidence-based)
Following commentary is discussed with NEXT SLIDE: integrated with elaboration on Tiers.
It’s all about how to “enable learning” so all students succeed!
We need to be cautious that the focus on progress monitoring and “Lack of response” do not lead us down the same path as the former traditional deficit-based approaches did. The goal is not to show the student fails under various learning conditions, but rather under what conditions the student is “enabled to learn” with the maximum rate of success.
Group students for instruction based on direct measurement and analysis of student performance - regroup frequently (e.g., group students together who need explicit phonics instruction, group students together who need to be taught to monitor meaning while reading, group students together who need to be pre-taught new vocabulary to promote comprehension)
Nearly all assessments done with individuals are designed to diagnose the "learning enabled" (the conditions under which learning is enabled).
Resources are made available based on direct measurement of student performance and specific instructional needs (e.g., students who have mild deficits in phonemic awareness get direct instruction in phonemic awareness without needing to "qualify" for categorical programming). By the same token, students with mild behavioral, emotional, social skill deficits get direct instruction in coping skills, decision-making, peer-relationships, etc.)
Resources organized seamlessly, resources brought to bear in direct propoRtIon to the nature, severity and durability of student problem. Students get the amount of resources necessary to occasion and sustain acceptable levels & rates of learning.

6. Response to Intervention
Pennsylvania
Response to Intervention
Tier 3:
Intensive
Interventions
for
Low Performing Students
Alter curriculum, Add time,
support resources…
Continuum of Time, Intensity and Data Increases
Tier 2:
Strategic and Targeted Interventions
for
Students At –Risk for Failure
Strategic Instruction, Increased Time and Opportunity to Learn
Percentage of Students Requiring Intensive Supports Decreases
Strategic Interventions
for
Students at Risk of Academic Failure
Pull this out of the resource packet.
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)

7. What are interventions?
Targeted assistance based on progress monitoring
Administered by teacher and/or specialist
Provide additional instruction (individual or small group)
Match materials to instructional level
Modify modes of task presentation
Modify instruction time
Increase task structure
Increase task relevant practice
McCook, J., LRP Conference, December 2005

8. Interventions are NOT Preferential seating Shortened assignments
Parent contacts
Classroom observations
Suspension
Doing more of the same assignments
Retention
McCook, J., LRP Conference, December 2005

9. A Standard Protocol 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.

10. Tier 1: Benchmark/Schoolwide
Data Analysis Teaming
Effective Instruction
Universal Screening
Progress Monitoring
General Education Curriculum
Schoolwide Behavior Support
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)

11. Tier 1: Benchmark/Schoolwide
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
Students working at established benchmarks. Making predicted progress and at or above grade level.
Effective Student Support = Academic and/or Behavior
Periodic = 3x per year, minimum
CASEL (2003) Collaborative for Academic, Social and Emotional Learning
5 Big IDEAS:
(1) Self-awareness
(2) Social awareness
(3) Self-management
(4) Relationship skills
(5) Responsible decision-making

12. Tier 1 Functions Universal screening Monitor Student Progress
Data analysis teaming
School-wide behavior supports
Effective differentiated instruction within the core curriculum
Perhaps in the notes mention that today many schools are setting aside a large piece of time during which all staff work in the reg. ed. Classroom on the core curriculum.

13. Targeted Skill based Interventions More Frequent Progress Monitoring
Tier 2: Strategic/Targeted
Tier 2:
Strategic and Targeted Interventions
for
Students At –Risk for Failure
Strategic Instruction, Increased Time
and Opportunity to Learn
Targeted Skill based Interventions
More Frequent Progress Monitoring

14. Tier 2: Strategic/Targeted
Definition: 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.
At risk for academic failure.
Frequent or chronic behavioral, socialization problems.

15. Tier 2: Strategic Interventions
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
A handout is in the resource packet defining scientifically research-based and providing links.

16. Tier 3: Intensive Interventions
for
Low Performing Students
Alter curriculum,
Add time,
support resources…
Intensive instruction
Small Group skill-based instruction
Weekly Progress Monitoring

17. Tier 3: Intensive Interventions
Definition: 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.
Academic and behavioral intervention directed to a small group of students, seriously at risk for academic failure.
For example, students requiring intensive interventions might receive instruction in the core reading program that exposes them to grade level curriculum based in the academic standards AND intensive instruction in a homogeneous skill group with a program selected to address their particular skill deficit.

18. Tier 3: Intensive Interventions
Use of standard protocols
Supplemental instructional materials
Small intensive groups
Can be outside the general ed. classroom
Tutoring by remedial educators

19. Tier 3: Instructional Strategies
Examples
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

20. Results of Tier 3 Interventions
Cycle responders back to tier 2
Refer non-responders for evaluation for eligibility for special education

21. Response to Intervention
Pennsylvania
Response to Intervention
Strategic Interventions
for
Students at Risk of Academic Failure
Continuum of Time, Intensity and Data Increases
Percentage of Students Requiring Intensive Supports Decreases
Tier 3:
Intensive
Interventions
Low Performing Students
Alter curriculum, Add time,
support resources…
Tier I:
Benchmark and School Wide Interventions
Students on Grade-level (benchmark)
and
All Students (Effective Instructional Practices provided within the General Education Curriculum)
Tier 2:
Strategic and Targeted Interventions
Students At –Risk for Failure
Strategic Instruction, Increased Time and Opportunity to Learn

22. Layers of Support for RtI Implementation
School- District – Regional – State-wide
Strategic, Structured & Proactive
RtI Pilot School Program
RtI Framework
Resource Tool Kits
Regional Trainer-of-Trainer Series
Ongoing Topical Area Workshops & Trainings
Intermediate Unit Technical Assistance Consultants
Special Education & Curriculum Consultants
Training and On-site assistance
Build Capacity to support all schools

23. RtI Support for Implementation
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 Instruction
6. Progress Monitoring
7. Positive Behavior Supports
8. Using RtI in the Determination of Eligibility for Special Education
9. Training for Principals and Administrators

24. Distinguished Educators
School Improvement System
District
Performance
School
Performance
Intensive
Supports:
Distinguished Educators
Classroom
Performance
Student
Performance
Tier 2:
Strategic and Targeted
Interventions
Tier 1:
Benchmark and School Wide Interventions
for All Students
Tier 3:
Intensive
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
In Pennsylvania

25. Linkages between the School Improvement System & RTI
Implementation of School-wide Approach to Address the Reading, Mathematics and Behavioral Needs of All Students
Research-Validated Interventions are Implemented Based on the Type, Level and Intensity of the Individual Student’s Need
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
Clear
Standards
What students should
know and do
Fair
Assessments
How you measure what
students know and are
able to do
Interventions
How you help struggling
kids understand
the content
Strong
Results
For
ALL
Students
ALL Staff (Gen, Sp Ed, Title, ESL) Assume an Active role in Instruction in the Curriculum
Resources
& Materials
The stuff you use to
teach the content
Curriculum
The content behind
the standards
Instruction
How you teach
the content behind
the standards
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
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

26. Pennsylvania RtI Implementation