1. RtI Response to Intervention

2. Introduction What is RtI or Response to Intervention?
RtI and federal regulations

3. RtI or Response to Intervention emphasizes:
High quality instruction for all students
High quality teachers
Ongoing student assessment
A coherent instructional plan that provides coordinated reading lessons every day for every student at every level of intervention
Interventions to help students learn how to read
Special education placement on basis of ability to learn

4. High Quality Instruction For All Students
Schools develop comprehensive school-wide problem-solving approaches to
Strengthen instruction of general education students and,
Early identification of general education students experiencing reading difficulties

5. High Quality Instruction For All Students
Schools develop comprehensive school-wide problem-solving approaches to
Design research-based, differentiated, and high impact general education curriculum
Establish and train a school-wide intervention team

6. High Quality Instruction For All Students
Schools develop comprehensive multi-tiered interventions to match students with appropriate research-based instruction
Universal interventions – all students, preventive
Selected interventions – at risk-students, rapid response
Intensive interventions – individual students, high intensity

7. High Quality Instruction For All Students
Establish high quality reading instruction in all classrooms based on scientific-based research
Monitor and evaluate core reading instruction to determine that it works for most general education students
Establishment of reading benchmark norms for school, grade-level and classroom

8. High Quality Teachers
Establish ongoing professional development agenda to
address high quality teaching,
research-based standards, and
differentiated instruction

9. High Quality Teachers
Engage teachers in high quality professional development programs that
Focus on what students are to learn and on how to address the different problems students may have in learning the content
Are differentiated according to need
Are job embedded and school specific

10. High Quality Teachers
Engage teachers in high quality professional development programs that
Involve teams of teachers learning together
Are continuous and ongoing
Are based on analyses of the differences between actual student performance and desired performance

11. High Quality Teachers
Engage teachers in high quality professional development programs that
Incorporate the evaluation of multiple sources of information on student learning
Provide opportunities to gain an understanding of the pedagogy underlying the skills being learned
Are connected to a comprehensive change process focused on improving student learning

12. High Quality Reading Teachers
Understand how literacy develops in children
Can assess progress and relate instruction to previous experience
Know a variety of ways to teach reading
Provide a range of materials and texts for children to read
Tailor instruction to individual students

13. High Quality Reading Teachers
Motivate children
Encourage independent learning
Have high expectations for achievement
Help children who are having difficulty
Understand that reading development begins well before children enter school and continues throughout the school years

14. Ongoing Student Assessment
Establish and design clear criteria and assessment tools for measuring student reading performance
First assumption: Student difficulty is with instruction
Universal screening 3 times per year
Identify students before they fall behind

15. Common Ways to Assess Student Reading Proficiency
Alphabetics
Phonemic awareness
Manipulate sounds
Phonological awareness
Linking sounds to letter symbols to make words
Reading fluency
Speed and accuracy
Comprehension
Vocabulary

16. Develop Multi-Tiered Interventions To Help Students Learn
Interventions are based on monitored progress and are targeted to specific student needs
Interventions are administered by classroom teacher, reading specialist, and other highly qualified teachers
Interventions provide students with ADDITIONAL instruction

17. Develop Multi-Tiered Interventions To Help Students Learn
FIRST LEVEL – Universal
Assess children early, kindergarten and grade 1
Measure all student progress against grade level progress
Look at progress of all subgroups
If all students, or subgroups, fall below standards you have a curriculum problem—fix it
Begin with whole class intervention strategies
Differentiate instruction as needed
Monitor and assess student progress using authentic same day result oriented measures
Measure student progress school wide

18. Develop Multi-Tiered Interventions To Help Students Learn
SECOND LEVEL - Selected
Students in general education classroom who have not met reading benchmarks through whole class interventions
Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons
Interventions should be conducted by reading specialist with groups of five or fewer students
Interventions are intense (an additional 30 minutes of reading instruction per day), student responses are closely monitored and documented, and are designed to produce immediate results

19. Develop Multi-Tiered Interventions To Help Students Learn
THIRD LEVEL - Intensive
Students in general education classroom who have not met reading benchmarks through whole class and selected interventions
Interventions should be conducted by reading specialist with small group (2 or 3 students or one-on-one tutoring)
Interventions should be in addition to (teaching time and curriculum) level one and two intervention instruction
Continue providing intensive reading instruction while monitoring student progress and instructional program

20. Special Education Placement On Basis Of Ability To Learn
Questions to answer before special education
placement
Is learning problem instruction or disability?
Did the school provide student with high quality reading instruction in the regular classroom?
Are other students learning?
Did the school provide student with highly qualified teachers?
Was student progress monitored?
Did multi-tiered interventions work for other students?

21. Special Education Placement On Basis Of Ability To Learn
Opportunities to respond to research-based instruction and interventions are ruled out
Comprehensive student evaluation is conducted by multidisciplinary school team
Use multiple assessments, including RtI generated data to determine specific LD
Develop student IEP guided by instructional data collected during various stages of RtI

22. RtI and Federal Regulations
Required by NCLB, IDEA, and RtI
Monitoring of general education
Core curriculum that addresses needs of all students and all subgroups
Supplemental instruction for struggling readers
Intensive interventions for students who have not experienced success
Instruction over discrepancy

23. Review of Federal Regulation Concerning RtI
IDEA: PL
(a) (3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures
Schools no longer required to use discrepancy model (waiting for failure) for determining LD

24. 300.8 (c) (10) SPECIFIC LEARNING DISABILITY Defined
GENERAL - Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, READ, write, spell…

25. 300.8 (c) (10) SPECIFIC LEARNING DISABILITY Defined
ii. DISORDERS NOT INCLUDED - Specific learning disability does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage
A child does not have SLD if there is a lack of high quality reading instruction or
Has limited English proficiency

26. Federal Money
15 percent of IDEA Part B funds can be used for early intervention
Professional development
Assessment
Materials
Other services
NCLB funds

27. A School-Wide RtI Team Should Include
Classroom teacher
Certified reading specialist
Special education teacher
Parents of child
Principal
Speech teacher
School nurse

28. Summary
RtI is the:
Establishment of effective teaching strategies and core curriculum with general education population
Universal screening of ALL students
Use of research based interventions in general education
Measurement of student responses to interventions
Use of student RtI data to change intensity or form of new interventions