1. Response to Intervention Up the Tiers to Special Education Dr. Meg Carroll Professor, Saint Xavier University, Chicago RtI

2. TIER 1 At Tier 1, universal prevention efforts are established to promote learning for all students, anticipating that most students (e.g., 80%) will respond to these strategies and will not require additional intervention. http://www.rtinetwork.org/essential/tieredinstruction/tier3/con sideringtier3

3. TIER 2 At Tier 2 (secondary prevention or strategic intervention), students who are identified as being at-risk of experiencing problems receive supplemental or small-group interventions. http://www.rtinetwork.org/essential/tieredinstruction/tier3/con sideringtier3

4. TIER 3 At Tier 3, the goal is remediation of existing problems and prevention of more severe problems or the development of secondary concerns as a result of persistent problems. http://www.rtinetwork.org/essential/tieredinstruction/tier3/con sideringtier3

5. The best way to determine whether a student is making progress toward the desired goals in RTI is to collect ongoing information regarding: – The integrity with which the intervention was implemented – The discrepancy between desired and actual performance. The intervention process does not end until the problem (i.e., discrepancy between what is and what should be) is resolved. RtI

6. Some children do not progress as expected, even though they participated in high-quality curriculum and received small and large group support. For these children, more intensive, individualized instruction is needed. It is estimated that about 5% of children in a classroom, or 1 child in a group of 20 children, will need this type of support. http://www.rtinetwork.org/essential/tieredinstruction/tier3/indi vidualizedsupport

7. If the child does not respond to instruction in this level, then he or she is likely to be referred for a full and individual evaluation under IDEA. Child with a disability means a child evaluated as having one of the 13 disabilities in federal legislation and who, by reason thereof, needs special education and related services. http://nichcy.org/schoolage/evaluation

8. A full and individual evaluation (FIE) serves many important purposes: – Identification – Eligibility – Planning in IEP – Instructional strategies – Measuring progress.

9. Once a student has an IEP… 1.Annual progress must be assessed, 2.A new IEP must be written annually, 3.At age 14, an individual transition plan must be added and students should begin attending their own meetings, 4.Accommodations must be given in general education and special education settings and assessments of all kinds, 5.A new FIE is needed every 3 years.

10. Resources for Additional Information http://www.rti4success.org/ http://www.rtinetwork.org/ http://nichcy.org/schools- administrators/rti http://nichcy.org/schools- administrators/rti