1. BEST PRACTICES in RtI to Theresa M. Janczak, Ph.D.
KEY POINTS
It is a term garnering much attention in the field of education today.
It may be helpful to think of RtI as a school wide approach to teaching and learning that combines
best practice instruction with a tiered system of remedial intervention for those children who need
additional help in learning.
We will spend the next hour or so exploring the fundamentals of the concept/process…RtI is a rather
complex and complicated issue, and while two hours is not sufficient to address its complexity what I
hope is to provide you with an overview of RtI and a general understanding as a early prevention
process designed to identify students at the first sign of struggle.
Theresa M. Janczak, Ph.D.
Assistant Professor, Exceptional Education, BSC
Principal Investigator,
NYS RtI TAC
OSEP Leadership Conf 3/30/05

2. Best Practices in RtI Core Instruction Assessment: Screening
Assessment: Progress Monitoring
Intervention
Teaming/Collaboration
Infrastructure
Professional Development
Leadership
Parent Involvement

3. Activity #1: NYS RtI Readiness Survey
Task: Complete NYS RtI Readiness Survey on your district.
Read each statement under each of the nine components related to RtI
Rate the level of implementation as applies to your school/district
1= My school is not currently implementing this practice.
2 = My school is beginning to implement this practice.
3 = My school partially implements this practice, but not consistently and with fidelity.
4 = My school fully implements this practice with fidelity on a consistent basis by all staff members.
DK = I don’t know or am unsure how well this practice is being implemented in my school.

4. The devil is in the details
The devil is in the details. The success of Response to Intervention will depend on whether it is appropriately implemented by highly-trained professionals - and this is likely to be a problem.

5. Best Practice Indicators: Core Instruction
Addresses 5 pillars of reading: PA, word recognition, fluency, vocabulary, and comprehension in an explicit and systematic manner
Aligned to NYS ELA standards and grade level expectations
Differentiated instruction using materials that are aligned to abilities and needs of all students
80% of students in core meet benchmark criteria
Evidence-based for intended population
Delivered in a 90+ uninterrupted ELA block
Fidelity of implementation is monitored regularly
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

6. Best Practice Indicators: assessment - screening
Screening tool(s) are able to determine at-risk status
Universal screening – 3x year minimum
Logistical details for screening established
Screening data graphed and shared on a routine basis
PD on screening administration and interpretation of data (*refresher sessions)
Decision rules established
Fidelity on administration procedures
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

7. Best Practice Indicators: assessment – progress monitoring
PM tool (s) able to determine level of performance and rate of progress
Includes CBMs + informal measures
PM data maintained on all tiered intervention students
PM data graphed and shared on a routine basis
PD PM administration and interpretation of data (*refresher sessions)
Decision rules established
Fidelity on administration procedures
Frequent PM (bimonthly – Tier 2; weekly – Tier 3)
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

8. Best Practice Indicators: Tier 2
Menu of evidence-based interventions
Additional/supplemental instruction provided (20 min/3-4x/week)
Checks for fidelity of intervention
Interventions implemented by knowledgeable & skilled staff
Small, homogenous groups (>5)
Provided as soon as at-risk status established
Consistent with core instruction in terms of vocabulary & strategies
Matched to student needs
PM data used to evaluate effectiveness of intervention
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

9. Best Practice Indicators: Tier 3
Use of evidence-based interventions
Additional/supplemental instruction provided (60 min/4-5x/week)
Checks for fidelity of intervention
Interventions implemented by knowledgeable & highly skilled staff
Small groups (>2) or one-on-one
Consistent with core instruction in terms of vocabulary & strategies
Matched to student needs
PM data used to evaluate effectiveness of Tier 3
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

10. Best Practice Indicators: Infrastructure
Data management system
Use of data to determine RtI efficacy  refine RtI process
Embedded in district/school improvement plans
RtI Implementation Plan constructed
Small groups (>2) or one-on-one
Consistent with core instruction in terms of vocabulary & strategies
Staff buy-in
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

11. Best Practice Indicators: teaming/collaboration
Multi-disciplinary RtI team – identified functions
RtI problem-solving team – building based
RtI literacy coach – regular meetings w/staff
Decisions are driven by data
Shared responsibility
Time
Communication
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

12. Best Practice Indicators: professional development
Determined by data
All staff receives RtI Overview
PD – job-embedded & on-going
Linked to school improvement plan
Reflects key features:
Using data to inform instruction
Screening & PM - administration + interpretation
Differentiated reading instruction
Evidenced-based instruction
Collaborative teaming
CBM – reading + math
Tiered intervention
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

13. Best Practice Indicators: Leadership
Active & meaningful participation of building principal
Best Practice Indicators: parent involvement
Rtl information provided
Parent notification
Screening results
Nature of intervention
Progress reports
Special education information
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

14. The devil is in the details.

15. Key questions to consider for your RtI implementation
How many tiers?
What is the nature of tiered interventions –
Standard protocol vs. problem-solving
How will you identify at-risk students?
How will you determine “response?”
Final status on norm-referenced test or benchmark
Pre/post improvement
CBM slope and final status
What will you do with students who are very slow/low response?
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

16. Challenges to RtI High quality Tier 1/Core instruction
Time/scheduling for supplemental intervention
What does RtI look like at the middle school? high school?
Maintaining momentum & focus
Where does special education fit in?
Fidelity of implementation
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs

17. THANK YOU! janczatm@ nysrti.org
KEY POINTS
Shortly after LD was legitimized as a special education category in 1975 under EAHCHA the proportion
of children with LD in the general U.S. population skyrocketed from less than 2% in to more
than 6% in
This increase has proved expensive for school districts because, on average, it costs two to three
times more to teach children with disabilities.
IQ-achievement discrepancy, which is the widely used method of LD identification, has often been
viewed as the culprit with respect to rising special education enrollments and costs