The Response to Intervention-Title I Collaborative Process

The Response to Intervention-Title I

Collaborative Process

State Title I Directors Conference, September 15, 2008 Boise, Idaho

Nancy Thomas Price, Response to Intervention Coordinator

Idaho State Department of Education

Response to Intervention

• The practice of providing high quality instruction and interventions, matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying response data to important educational decisions. The RtI model should apply to general, remedial, and special education students, creating a well-integrated system of instruction/intervention guided by child outcome data.

Step 1

RTI• Collect and

analyze data from multiple sources.

Title I• Data is collected

on all students. Classroom teacher, Special Education staff, and Title 1 teachers all work together to screen students in multiple settings.

Step 2

RtI• Define the

problem, using objective, measurable terms.

Title 1• All school staff

meets to define the problem.

Step 3

RtI • Determine

current status and performance gap based on grade-level expectations.

Title 1• Using data,

determine what performance gaps exist and which students are eligible for Title 1, based on selection criteria.

Step 4

RtI• Create goals

based on grade-level expectations.

Title 1• Principals,

classroom teachers, Title I teachers, and Special Education staff all meet and work together to set goals for performance expectations

Step 5

RtI• Design

intervention plan, applying scientifically based instruction.

Title 1• All staff meet and work

together to formulate a plan on what strategies and instruction will occur in the classroom and what strategies and instruction will occur with Title I teachers during the additional time they spend with students whether using the in-class or pull-out method. Strategies and instruction must be based on scientifically based research. Resources are shared among all staff.

Step 6

RtI• Implement

intervention over a reasonable period of time.

Title1• Classroom teachers

implement interventions in the classroom. Title I teachers implement interventions during the time they spend with students. These interventions can be done using the in-class model of instruction or the pull-out model. All students should receive primary instruction from the classroom teacher and some may have a need for additional, supplemental instruction from Title I staff.

Step 7

RtI• Frequent

progress monitoring and data collection

Title 1• All staff work

together to frequently monitor student progress and collect data.

Step 8

RtI• Evaluate data

and determine progress toward meeting grade-level expectations.

Title 1• All school staff meet

together to evaluate school results as a whole. Classroom teachers, Title I, and Special Education staff meet to evaluate student performance by grade level.

Step 9

RtI• Make decisions

based on data to continue, fade out, discontinue or seek more intense interventions.

Title 1• Staff meet as a

whole and in small groups to determine future actions.

Continuum of School WideSupport

Primary PreventionUniversal

Tertiary Intensive

School and class wide instruction- Core program

Secondary Targeted

Intensified, validated intervention

Further intensified and individualized intervention

Progress monitoring

Strategic monitoring

Conclusion

In school wide programs, RtI integrates well with Title I. Resources, services,

and personnel are all used to the best advantage to support a

cohesive program that improves the educational opportunities for ALL students. Define roles carefully in

Targeted Assistance schools so that Title 1 staff serve those students

eligible for Title 1 services.

In Targeted Assistance Programs…

… Title 1 teachers are encouraged to collaborate with those managing the RtI process,

however need to comply with certain regulations of their Title

program and deliver the additional / supplemental

instruction for those students.

References

• Dr. Wayne G. Sanstead, State Superintendent, Bismarck ND

• http://www.wrightslaw.com/news/08/rti.fund.constraints.01.08.htm

• http://www.bruman.com/CM/Conferences/LMM_Response%20to%20Intervention_05.08.pdf