What Is Response to What Is Response to Intervention?Intervention?

(RTI)(RTI)A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk.

Instruction that provides a response to student performance through scientific, research-based interventions.

Key Characteristics of Key Characteristics of RtIRtI

Use of scientifically research-based curriculum, & interventions aligned with academic standards

Universal Screening of Reading, Math and Behavior

Multiple, Fluid Tiers of Increasing Intensity of Interventions

Differentiated instruction, curriculum & intervention strategies

Continuous monitoring of student performance that increases with intensity of student need

Benchmark/Outcome assessment

RtI - NOTRtI - NOT

IST to RtIIST to RtIWhere we have been … Where we are going…Where we have been … Where we are going…

Instructional Support TeamResources Gained

1990-2006Response to Intervention

Request for assistance by teacher or parent Identification of need by universal screening for all students

Student specific team School, grade, group and, student specific flexible and fluid teams

IST (support) teacher coordinates process Coordination required for each team and between teams across the school

Standards-based core curriculum presumed Requires research-based core curriculum for reading and math

Implemented customized effective instruction for students at-risk

Requires effective instructional practices for all students

Student specific targeted ‘strategies’ School, grade, group and student specific interventions for all students

Targeted instructional ‘strategies’ (with available research-based interventions)

Scientific research-based interventions and standard protocol interventions

Implications for whole group instruction Systematic changes in whole group instruction – differentiated instruction

Behavior problems addressed through “Valentine” model and “Initial Line of Inquiry”

Behavior problems addressed through positive behavior supports

Progress monitoring for students at-risk Progress monitoring for all students at varying intensity

Pre-referral system-led to evaluation if needed Data from process can be used as part of primary SLD diagnostic criteria

Parent awareness Extensive parent involvement & reinforcement between home and school

Elementary student assistance program (ESAP) embedded in IST functions

Schools decide on relationship of three-tier process and ESAP

Teams use problem-solving format Teams use problem-solving format with scientific base and consistent data

• Academic Standards

• PSSA/PASA

• Access to General Education Curriculum

• Curriculum Aligned with Academic Standards

• Scientific Research Base

• State-wide Emphasis on Data-Informed Decision-Making

• PVAAS

• State-wide Dibels Training & Support for All Students

• State-wide Positive Behavior Support Training

• State-wide Progress Monitoring Training

• Tutoring & Extended Learning Opportunities

• Assessment Anchors

• Focus on All Students-All Subgroups

• School Improvement Model

• Inclusive Practices

• Academic Standards

• PSSA/PASA

• Access to General Education Curriculum

• Curriculum Aligned with Academic Standards

• Scientific Research Base

• State-wide Emphasis on Data-Informed Decision-Making

• PVAAS

• State-wide Dibels Training & Support for All Students

• State-wide Positive Behavior Support Training

• State-wide Progress Monitoring Training

• Tutoring & Extended Learning Opportunities

• Assessment Anchors

• Focus on All Students-All Subgroups

• School Improvement Model

• Inclusive Practices

Pennsylvania’s Three-tiered Pennsylvania’s Three-tiered FrameworkFrameworkAn Integrated Approach (General, Remedial and Special Education)

Based upon a functional perspectiveFocused on academic/behavioral growth of all studentsStudent needs exist on a continuumResources organized and provided in direct proportion to student need

ImplementationScientifically research-based practicesProblem Solving Model

A “Best Practice” approachConsiders all system variables (child, teacher, environment)

Results in objective and measurable interventions (evidence-based)

Strategic Interventions for

Students at Risk of Academic Failure

Tier 3:Tier 3:Intensive

Interventionsfor

Low Performing StudentsAlter curriculum, Add time,

support resources…

Tier I: Benchmark and School Wide Interventions

for Students on Grade-level (benchmark)

and All Students (Effective Instructional Practices provided within the General

Education Curriculum)

Tier 2: Strategic and Targeted Interventions

forStudents At –Risk for Failure

Strategic Instruction, Increased Time and Opportunity to Learn

What are interventions?What are interventions?

Targeted assistance based on progress monitoringAdministered by teacher and/or specialistProvide additional instruction (individual or small group)Match materials to instructional levelModify modes of task presentationModify instruction timeIncrease task structureIncrease task relevant practice

McCook, J., LRP Conference, December 2005

Interventions are NOTInterventions are NOT

Preferential seating

Shortened assignments

Parent contacts

Classroom observations

Suspension

Doing more of the same assignments

Retention

McCook, J., LRP Conference, December 2005

A Standard Protocol A Standard Protocol Intervention …Intervention …

Is scientifically research-based.

Has a high probability of producing change for large numbers of students.

Is designed to be used in a standard manner across students.

Is usually delivered individually or in small groups.

Is often scripted or very structured.

Can be orchestrated by a problem-solving team.

Tier I:Tier I: Benchmark and School Wide Interventions

for Students on Grade-level (benchmark)

and All Students

(Effective Instructional Practices provided within the General Education Curriculum)

▪Data Analysis Teaming▪Effective Instruction▪Universal Screening▪Progress Monitoring▪General Education

Curriculum▪Schoolwide Behavior

Support

Tier 1: Tier 1: Benchmark/SchoolwideBenchmark/Schoolwide

Tier 1: Tier 1: Benchmark/SchoolwideBenchmark/Schoolwide

Definition:Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence;

Describes school-wide interventions that are available to all students:

Effective instruction

Clear expectations

Effective student support

Periodic benchmark assessments

Universal prevention

Tier 1 FunctionsTier 1 Functions

Universal screening

Monitor Student Progress

Data analysis teaming

School-wide behavior supports

Effective differentiated instruction within the core curriculum

Tier 2:Tier 2: Strategic and Targeted

Interventionsfor

Students At –Risk for FailureStrategic Instruction,

Increased Time and Opportunity to Learn

Targeted Skill based Interventions More Frequent Progress Monitoring

Tier 2: Strategic/TargetedTier 2: Strategic/Targeted

Tier 2: Strategic/TargetedTier 2: Strategic/Targeted

DefinitionDefinition: Academic and behavioral strategies, methodologies and practices designed for students not making expected progress in the general education curriculum and/or have mild to moderate difficulties demonstrating social competence. These students are at risk for academic failure.

Tier 2: Strategic Tier 2: Strategic InterventionsInterventions

Use of standard protocol interventions

Scientifically research-based interventions Academic – reading & math

Behavior

Core instruction with supplemental materials

Differentiated instruction in general ed.

Specialists assist with strategic instruction in regular classroom

Increase opportunity to learn

Increase instructional time

Increase progress monitoring

Tier 3:Tier 3: Intensive

Interventionsfor

Low Performing Students

Alter curriculum, Add time,

support resources…

Intensive instructionSmall Group skill-based

instructionWeekly Progress

Monitoring

Tier 3: Intensive Tier 3: Intensive InterventionsInterventions

Tier 3: Intensive Tier 3: Intensive InterventionsInterventions

DefinitionDefinition: Academic and behavioral strategies, methodologies and practices designed for students significantly lagging behind established grade-level benchmarks in the general education curriculum or who demonstrate significant difficulties with behavioral and social competence.

Tier 3: Tier 3: Intensive Intensive InterventionsInterventions

Use of standard protocols

Supplemental instructional materials

Small intensive groups

Can be outside the general ed. classroom

Tutoring by remedial educators

Tier 3: Instructional Tier 3: Instructional StrategiesStrategies

Increased direct instruction time

More time on task

More immediate and corrective feedback

More opportunity to respond

Functional behavior analysis (FBA), Behavior Intervention Plan (BIP)

More frequent progress monitoring (once per week)

Core curriculum and intensive intervention

Examples

Results of Tier 3 Results of Tier 3 InterventionsInterventions

Cycle responders back to tier 2

Refer non-responders for evaluation for eligibility for special education

Strategic Interventions for

Students at Risk of Academic Failure

Tier 3:Intensive

Interventionsfor

Low Performing StudentsAlter curriculum, Add time,

support resources…

Tier I: Benchmark and School Wide Interventions

for Students on Grade-level (benchmark)

and All Students (Effective Instructional Practices provided within the General Education Curriculum)

Tier 2: Strategic and Targeted Interventions

forStudents At –Risk for Failure

Strategic Instruction, Increased Time and Opportunity to Learn

Layers of Support for Layers of Support for RtI ImplementationRtI Implementation

School- District – Regional – State-wide Strategic, Structured & Proactive

RtI Pilot School ProgramRtI Framework Resource Tool KitsRegional Trainer-of-Trainer SeriesOngoing Topical Area Workshops & TrainingsIntermediate Unit Technical Assistance Consultants

Special Education & Curriculum ConsultantsTraining and On-site assistanceBuild Capacity to support all schools

RtI Support for RtI Support for ImplementationImplementation

Resources: RTI TOOL KIT Development

1. Overview of RTI 2. Universal Screening 3. Data Analysis Teaming 4. Scientific-based core curriculum in reading &

math 5. Differentiated Instruction6. Progress Monitoring7. Positive Behavior Supports8. Using RtI in the Determination of Eligibility for

Special Education9. Training for Principals and Administrators

Intensive Supports:

Distinguished Educators

Targeted Supports: Intermediate Units

For Districts that Struggle in Particular Areas & are in School Improvement or

Warning – 350 Districts

Foundation Support

The Basics in All Six Components – All 501 School Districts

Tier 2:Strategic and Targeted

Interventions

Tier 1:Benchmark and School Wide Interventions

for All Students

Tier 3:Intensive

Interventions

Resources & Materials

The stuff you use to teach the content

Clear Standards

What students should know and do

Fair Assessments

How you measure what students know and are

able to do

CurriculumThe content behind

the standards

InstructionHow you teach

the content behind the standards

InterventionsHow you help struggling

kids understand the content

StrongResults

For ALL

Students

Linkages between the School Improvement System & RTI

Implementation of School-wide Approach to Address the Reading, Mathematics and

Behavioral Needs of All Students

Universal Screening of Academics and Behavior is Conducted for All Students; Continuous Progress Monitoring; Progress Monitoring

Data used to Determine Effectiveness and Drive

Instructional Adjustments; Conduct Benchmark/Outcome Assessment

for All Students

ALL Staff (Gen, Sp Ed, Title, ESL) Assume an

Active role in Instruction in the Curriculum

ALL Students Receive High Quality, Research-Based Instruction in the General Education

Setting; High-Quality Instruction and Intervention Matched to Student Need Using Data to Inform

Instruction

Ensure that Researched-Based Instruction and Intervention Strategies are

Implemented with Fidelity; Support Resources and Materials along with

Supplementary Interventions are Necessary to Held Students Not Making

Sufficient Progress

Research-Validated Interventions are Implemented Based on the Type, Level and

Intensity of the Individual Student’s Need

Pennsylvania RtI Pennsylvania RtI ImplementationImplementation