1. RTI & Bloom’s Taxonomy Response to Intervention Readings: Responsiveness to Intervention: A Blueprint for Practitioners, Policymakers, and Parents (http://www.advocacyinstitute.org/resources/TEC_RtIblueprint.pdf)http://www.advocacyinstitute.org/resources/TEC_RtIblueprint.pdf

2. Overview of Core Principles of RTI Early identification of students not achieving at benchmarks High-quality instruction and interventions matched to student need Frequent monitoring of student progress to make decisions about instruction or goals Use of child response data to make educational decisions, including professional development, curriculum, and individual intervention decisions

3. Eight Core Principles of RTI I.We Can Effectively Teach All Children II.Intervene Early by Identifying At-Risk Students through Universal Screening III.A multi-tier Model of Service Delivery Provides a Systematic Approach to Support Student Learning IV.Use a Problem-solving Model to Make Decisions within a Multi-tier Model V.Use Scientific, Research-based Validated Interventions/Instruction VI.Monitor Student Progress to Inform Instruction VII.Use Data to Make Decisions VIII.Use Assessment for Three Different Purposes

4. RTI Tier Intervention Model 1 2 3

5. Intervention ModelProcess Tier 1: Intervention in the Everyday Classroom – At Tier 1 Classroom Interventions are implemented. The classroom teacher or team set benchmarks to identify stuggling pupils and begin to collect data, which will be used to modify teaching strategies. Universal screening: DIBLES Step 1: Screening (Responsibility: General Education and Special Education) Step 2a: Implementing General Education (Tier 1; Responsibility: General Education) Step 2b: Monitoring Responsiveness to General Education (Responsibility: General Education and Special Education Tier 2: Small Group Intervention – At Tier 2 students who did not respond to Tier 1 receive more focused researched- based instruction in small groups. Changes are made to the original intervention based on students performance at Tier 1. Step 3a: Implementing a Supplementary, Diagnostic Instructional Trial (Tier 2; (Responsibility: General Education and Special Education)  Step 3b: Monitoring Responsiveness to a Supplementary, Diagnostic Instructional Trial (Tier 2; Responsibility: General Education and Special Education) Tier 3: Personalized Intensive Instruction – A small percentage of students require personalized intensive instruction and practice in a particular skill area to overcome their learning difficulties. Step 4: Designation of Disability, Classification of Disability, and Special Education Placement (Responsibility: Special Education)

6. Bloom’s Taxonomy Judging the Value of Information for a Particular Purpose Putting Parts Together into a Whole Breaking Down Material into Parts Using Information in Concrete Situations Grasping the Meaning of Material Remembering Previously Learned Material

8. Acquisition It is appropriate to focus on acquisition when skills are absent or minimally known. During the acquisition stage powerful reinforcers are important. Should the student make errors, prompting and cuing procedures should be used. Generalization The generalization stage occurs when students are asked to apply the skills they acquired in one environment in a variety of other environments. Fluency Once a student has acquired a skill/ activity the instruction should focus on how fluent the student is when performing the skill/activity. During the fluency stage, perfecting the skill is addressed by increasing the speed, increasing productivity and/or increasing the quality of the response. Intermittent reinforcement is important when developing fluency. Maintenance Students who have acquired skills and perform them fluently must be able to remember these skills across time. During the maintenance stage, it is important to write a maintenance objective. For example, once Jill has acquired the skill of putting on shoes she will need to practice it. Increasing Functional Use of a Response Hierarchy of Response Competence