Response to Intervention

(RtI)

A Brief Introduction to NH’s RtI Framework

for the State Advisory Committee on the Education of Students with

Disabilities

January 6, 2010

New Hampshire is committed

to the educational success

of all students.

In that spirit, the NH RTI Task Force was formed in

January 2008.

The goal of the Task Force is to provide leadership for NH

school districts through development of a state

framework, available for use by all districts, and that supports the understanding

and effective implementation of an RtI system to benefit

all NH children.

In order to reach ALL students,

it is necessary to reach EVERY student.

RtI - The Big Ideas

RtI is an approach to differentiating

instruction to meet all students’ needs. It addresses four

questions:

1. Exactly what is it we want all students to learn?

2. How will we know when each student has acquired the essential knowledge and skills?

3. What happens in our school when a student does not learn?

4. How will we enrich and extend the learning for students who are already proficient?

--Rick DuFour et al.

RtI is a whole-school,

systemic approach.

RtI involves high-quality instruction or intervention

matched to student needs and

using students’ learning rate

over time and level of performance to

make data-based educational decisions.

National Association of State

Directors of Special Education, 2005

(definition adopted by the NH RtI Task Force)

RtI is a Tiered Approach

Tier 2: 15% of students

Tier 1: 80% of students

Tier 3: 5% of students

Tier 1: Core Instruction

All students receive high quality, general

instruction and positive behavioral

support.

Tier 2: Targeted Group Interventions

Some (at-risk) students receive highly efficient,

rapid response instruction - in addition to core instruction.

Tier 3: Intensive, Individual Interventions

Individual struggling students receive assessment-based, high-intensity

instruction, in addition to core instruction.

What does RtI entail?

Effective leaders who can articulate the

vision for systemic change and

communicate and support plans to

realize it.

Changes to the school schedule,

if necessary!

Problem-solving, collaborative

instructional teams who can make data-

driven decisions in the service of high-quality instruction.

Ongoing, job-embedded professional

development to build staff capacity for learning and

change.

RtI is not a special education initiative

or prereferral system.

Because RtI became part of federal and state

law through the Individuals with

Disabilities Education Act of 2004, tendency is to view RtI within the realm of Special

Education.

It’s about school improvement.

RTI – Guiding Principles*

1. ALL students are part of ONE proactive educational system

2. Use scientific, research-based instruction3. Use instructionally relevant assessments4. Use a problem-solving method to make

decisions based on a continuum of students needs

5. Data are used to guide instructional decisions

6. Quality professional development supports effective instruction for all students

7. Leadership is vital

*Adapted from Heartland (Iowa) AEA

NH RTI Task Force

• Work to date• Began its work in 2007 (Arlington, VA)• Completed the Interactive Guide in 2009• Offered RTI Leadership training in July 2009 (Cohort 1)

• Collaborated with NHSAA/Best Practices Conference• Developing 5 year Strategic Plan (final draft)

• Next Steps• Ongoing PD support for RTI Leadership• Ongoing support for new and existing RTI initiatives– Cohort I - April 2010– Cohort II - July 2010

• Future PD to be determined based on needs

For more information:

AN INTERACTIVE GUIDE TO RTI IN NEW HAMPSHIRE

http://www.ed.state.nh.us/education/programs/documents/INTERACTIVEGUIDETORTI-NH.pdf

A Family Guide to Response to

Intervention (RtI)

Developed byParent Information

Center

http://www.parentinformationcenter.org/images/RTI%20Booklet%20PQ.pdf

A Parent’s Guide to Response to

Intervention (RtI)

bySusan Bruce

http://www.wrightslaw.com/info/rti.parent.guide.pdf