1. What is Response to Intervention (RTI)? Response to Intervention is the practice of providing high-quality instruction and interventions matched to student needs; monitoring progress frequently to make decisions about changes in instruction or goals; and applying student-response data to important educational decisions. RTI should be applied to decisions in general, remedial, and special education, creating a well-integrated system of instruction/intervention guided by student outcome data. -National Association of State Directors of Special Education, Response to Intervention Blueprints for Implementation: School Building Level, 2008 Response to Intervention is the practice of providing high-quality instruction and interventions matched to student needs; monitoring progress frequently to make decisions about changes in instruction or goals; and applying student-response data to important educational decisions. RTI should be applied to decisions in general, remedial, and special education, creating a well-integrated system of instruction/intervention guided by student outcome data. -National Association of State Directors of Special Education, Response to Intervention Blueprints for Implementation: School Building Level, 2008

3. The Core Principles of Response to Intervention  Universal screening of academics and behavior  High-quality, research based classroom instruction  Implementation of appropriate research-based interventions  Student assessment with classroom focus  Continuous progress monitoring during interventions  Teaching behavior-fidelity measures  - National Research Center on Learning Disabilities (NRCLD), 2006  Universal screening of academics and behavior  High-quality, research based classroom instruction  Implementation of appropriate research-based interventions  Student assessment with classroom focus  Continuous progress monitoring during interventions  Teaching behavior-fidelity measures  - National Research Center on Learning Disabilities (NRCLD), 2006

4. Legal Background A local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures -Title 34 Code of Federal Regulators (CFR), 2000 A local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures -Title 34 Code of Federal Regulators (CFR), 2000

5. Legal Background continued…  RTI procedures are specifically mentioned in both NCLB and IDEIA 2004.  IDEIA 2004 requires that students receive scientifically based instruction before special education referrals can be made.  RTI data can be used as part of the evaluation procedures for determining the presence of a specific learning disability.  RTI procedures are specifically mentioned in both NCLB and IDEIA 2004.  IDEIA 2004 requires that students receive scientifically based instruction before special education referrals can be made.  RTI data can be used as part of the evaluation procedures for determining the presence of a specific learning disability.

6. Implementing RTI - First Steps  Staff survey – assumptions, beliefs, and behaviors.  Review of core curriculum – replace what is not evidence based.  After review, decide as a team whether the building has the necessary resources to craft appropriate Tier II/Tier III interventions or whether you need to obtain new curriculum.  Staff survey – assumptions, beliefs, and behaviors.  Review of core curriculum – replace what is not evidence based.  After review, decide as a team whether the building has the necessary resources to craft appropriate Tier II/Tier III interventions or whether you need to obtain new curriculum.

7. Implementation continued…  Universal assessment – what will be used to globally assess students and how often (i.e. MAP).  Determine how to break students into appropriate intervention groups based upon data from universal assessment.  Progress monitoring - determine what will be used to monitor progress and how often this will occur (MAP, MONDO, common assessments, etc.)  Universal assessment – what will be used to globally assess students and how often (i.e. MAP).  Determine how to break students into appropriate intervention groups based upon data from universal assessment.  Progress monitoring - determine what will be used to monitor progress and how often this will occur (MAP, MONDO, common assessments, etc.)

8. Staffing for RTI Differentiation - Pair Share  Turn to a neighbor and briefly discuss ways in which a building RTI team could utilize available staff to meet the needs of students in all three tiers of intervention.

9. The Five-Step Process for Response to Intervention  Conduct universal screening and ongoing collection of data  Analyze assessed strengths and challenges to determine root causes  Establish SMART goals: set, review, and revise goals  Select scientific, research based interventions  Progress monitoring during interventions  Conduct universal screening and ongoing collection of data  Analyze assessed strengths and challenges to determine root causes  Establish SMART goals: set, review, and revise goals  Select scientific, research based interventions  Progress monitoring during interventions

10. Summary  Review of definition and legal background of RTI.  Implementing RTI - where do we start?  Case Study - Crucial to adhere to five step process of RTI throughout implementation period, not just at the outset.  Review of definition and legal background of RTI.  Implementing RTI - where do we start?  Case Study - Crucial to adhere to five step process of RTI throughout implementation period, not just at the outset.

11. To keep in mind…  Are we providing appropriate Tier I instruction to ensure that the majority of the students needs are being met?  Is our universal screening tool providing us with the best data possible for all of our students?  Are we committed to regular progress monitoring and what do we do with this data?  Have we worked with the master schedule to ensure that we have the appropriate staffing to meet the needs of students in all three tiers?  Are we providing appropriate Tier I instruction to ensure that the majority of the students needs are being met?  Is our universal screening tool providing us with the best data possible for all of our students?  Are we committed to regular progress monitoring and what do we do with this data?  Have we worked with the master schedule to ensure that we have the appropriate staffing to meet the needs of students in all three tiers?