1. Response to Intervention SPED 461

2. Basic Principles of RTI Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. National Center on Response to Intervention, http://www.rti4success.org/

3. RTI Framework http://www.pbis.org/school/rti.aspx

4. Components of RTI Universal Screening All students are given a brief screening measure. This assessment is given one to three times per year (i.e., fall, winter, and spring). Students at risk for academic failure are identified. Tier 1 Students receive high-quality instruction (i.e., through validated practices) in the general education setting. Teachers frequently (e.g., every one to two weeks) monitor the progress of struggling students who have been identified through the universal screening process. (Note: In some approaches, universal screening is considered to be part of Tier 1.) Tier 2 Students who are not making adequate progress receive different or additional support from either the classroom teacher or another educational professional. Teachers continue to frequently monitor student progress. Tier # Students whose progress is still insufficient in response to Tier 2 instruction receive even more intensive and individualized instruction. Depending on a state’s or district’s policies, this instruction may be provided through general or special education. Brown, J., Skow, K., & the IRIS Center. RTI: Data-based decision making. Retrieved from http://iris.peabody.vanderbilt.edu/case_studies/ICS-012.pdf

5. Components of RTI in CPS Research- and standards-based curricula High quality and differentiated core instruction Universal Screening to identify students who are at risk and / or not making academic progress Evidence-based academic and behavioral interventions that are provided at different levels of intensity based on student need Progress monitoring is used to understand student performance and adjust instruction Assessments are given at regular intervals and information guides decision-making Information on student performance is provided to parents A data-driven process to identify students who are suspected of having a learning disability and may require special education services http://www.chicagoteachingandlearning.org/tl-cross-content/online-resources-a-community-partners/cps-rti- framework.html

6. Benefits of RTI It provides early instructional intervention to those who need it. It requires that teachers rely on assessment data to support their instructional decisions. It reduces inappropriate special education referrals and placements. It accommodates multiple levels of intervention. It increases the use of research-validated instructional practices in the general education classroom. Brown, J., Skow, K., & the IRIS Center. RTI: Data-based decision making. Retrieved from http://iris.peabody.vanderbilt.edu/case_studies/ICS-012.pdf

7. Universal screening Used to identify students who may be struggling Administered at the beginning of the year (and can be repeated in the middle and end of the year) Can use CBM probes, standardized assessments, criterion- referenced assessments, norm-referenced assessments or standardized achievement tests from the previous year Should be culturally valid for all students Identify struggling students through benchmarks or standard scores/percentile ranks. Class is rank ordered and lowest students are chosen for intervention. http://iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

8. Tier 1 High quality instruction delivered to all students with frequent progress monitoring for struggling students (or all students) using CBMs. When used for the whole class, CBM data is used to inform instruction. When used for struggling students, CBM data is used for RTI decisions. For struggling students, progress monitoring should occur every week for 6-10 weeks. Student progress is evaluated through performance level or rate of growth. Students who don’t respond to Tier 1 instruction move on to Tier 2. http://iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

9. Tier 2 Involves more intensive targeted instruction and frequent monitoring. Interventions usually provided by someone with expertise in the area of concern (e.g. a reading specialist) Interventions provided for at least 10 weeks. The same procedure for progress monitoring used in Tier 1 is used. Student progress can be evaluated by performance level, rate of growth or a combination of the two (preferred.) http://iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

10. Tier 3 Involves individualized instruction and frequent monitoring. Interventions may be implemented in general or special education. (depends on the school/districts plan) If Tier 3 is in general education—the student receives additional instruction in a setting with a low teacher/student ration (1:1 -1:3). If student continues to struggle then they can be referred for special education. If Tier 3 is in special education—the student may meet the criteria for LD (after additional evaluation) and receive Tier 3 instruction as part of an IEP. Progress monitoring continues to occur. http://iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

11. Resources National Center on Response to Intervention has an amazing library with info on RTI: http://www.rti4success.org/http://www.rti4success.org/ IRIS Center has modules covering RTI along with many other special education-related topics: http://iris.peabody.vanderbilt.edu/resources.html http://iris.peabody.vanderbilt.edu/resources.html Info on Positive Behavior Intervention and Supports: http://www.pbis.org/default.aspx http://www.pbis.org/default.aspx