Response To Intervention (RTI)

-Problem Solving Team (PST)

As of January 1, 2009, all school districts will be required to have a district RtI plan.

The Heart of the RtI Language

23 IAC 226.130(b):

Provided that the requirement of this subsection (b) are met, each district shall, no later than the beginning of the 2010-2011 school year, implement the use of a process that determines how the child responds to scientific, research-based interventions as part of the evaluation procedure described in 34 CFR 300.304.

When a district implements the use of a process of this type, the district shall not use any child’s participation in the process as the basis for denying a parent’s request for an evaluation.

Defining Response to Intervention (RtI)

Response to Instruction = RtI

Approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant and durable for all students, families and educators

NOT a program, curriculum, strategy, intervention

NOT limited to special educationNOT new

Other RtI Benefits

• Research supported by IDEA and NCLB states that implementing an RtI process through– Scientifically based early reading programs

– Positive behavioral interventions and supports and

– Early intervening services

reduces the need to label children with learning and

behavioral needs.

Essential Components

Response to Intervention (RtI) consists of Three Essential Components:

– High quality, research-based instruction/intervention matched to student needs

– Frequent use of data to determine learning rate and student performance level

– Educational decisions based upon the student’s response to instruction/intervention

Problem Solving/RtIProblem Solving

Model

incorporates

3-Tier Model

with

Scientifically-BasedData Systems

& u

ses

Scientifically-Based Interventions

andData-Based

Decision Making

for

What is RtI?

ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS

STUDENTS

Tier 1 Core Instructional Interventions• All students• Preventive, proactive 80% 80%

Tier 1 Core Instructional Interventions• All settings, All students• Preventive, proactive

Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

15%Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

15%

Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• Intense, durable procedures

5%

Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• High intensity• Of longer duration

5%

Defining the Tiers

Tier 1: Core curriculum meets the needs of 80%* or more of the students

Tier 2: 20%* of the students may be identified as at-risk and require supplemental instruction/intervention in addition to the core curriculum

Tier 3: 5%* of those students may be identified as needing more intensive, small group or individual interventions to supplement the core curriculum

*Percentages will vary by district/school

Tier 1 Characteristics

All Students Receive: District curriculum that is scientifically,

research-based and aligned to Illinois Learning Standards

Curriculum-based measures and assessments for screening, diagnostic and continuous progress monitoring

Differentiated instruction designed to meet the broad range of their needs

Tier 2 Characteristics

In addition to core instruction some students receive: Supplemental interventions in the small group inside

the general education classroom or outside of the general education classroom

Interventions targeted to remediate a specific skill

Interventions implemented with integrity (e.g., number of minutes/day and per week, materials used, progress monitoring and implementer) tied to student needs

Tier 3 Characteristics

In addition to core instruction very few students receive: Integrated instruction from all three tiers to strengthen the

accumulated impact of the interventions and instruction Interventions delivered to very small groups of 2-3

students or individual students Interventions focused on narrowly defined skill areas

identified from the results of frequent progress monitoring Interventions implemented with integrity (e.g., number of

minutes/day and per week, materials used, progress monitoring and implementer) tied to student needs

Core Principles of RtI

Educators will:– Intervene early– Use a multi-tier model of instruction– Use a problem-solving method– Use scientific, research-based

interventions/instruction– Monitor student progress to inform instruction– Use assessments for screening, diagnostics and

progress monitoring– Use data to make decisions– Effectively teach all children

The Need to Being Proactive

• The liklihood of graduating HS based upon receiving F’s in freshman year:

1 F = 60%

2 F’s = 44%

3 F’s = 31%

• Use data to be proactive and more effective for all students

Unalterable vs. Alterable Factors

Unalterable Factors* Demographics* Family Situation* IQ* SES* School History (ie. # of times moved)

Alterable Factors* Skills in relation to peers* Motivation* Classroom Environment* Instruction* Curriculum* Engaged Time

17

High School Risk IndicatorsAcademic indicators

– GPA less than 2.0– Course Failures– Behind in Credits

Behavioral/Engagement indicators– Attend school less than 80% of the time– Consistently miss instruction due to behavioral issues– Psychological or Social disengagement

• Lack of peer group• Lack of involvement in school extracurricular activities• Low educational expectations• Lack of personal relationship with adults at school

Retention– Retained 1 or more years

Mobility– Multiple schools during educational career

Focus on What Matters

•Active monitoring of and focus on maximizing student engagement in learning at school•Positive behavior Student Engagement•support program•Teacher student relationships•Peer support for learning•Student perceptions of competence and control•Student future aspirations and goals•Family support for learning

What is Engagement?• Engagement in schoolwork involves both behaviors (e.g., persistence, effort,

attention) and emotions (e.g., enthusiasm, interest, pride in success)

• Both academic and social aspects of school life are integral for student success; engagement at school and with learning are essential intervention considerations.

• Engagement is the primary theoretical model for understanding dropout and is, quite frankly, the bottom line in interventions to promote school completion.

• Student engagement has emerged as the cornerstone of high school reform initiatives.

Engaging Schools, 2006

Academic EngagementThe amount of time spent engaged in academic work

“I can”

Behavioral EngagementSchool attendance andparticipation in school

“I will”

Psychological EngagementFeelings of competence and control

investment in learning, self regulation,goal setting and progress monitoring

“I want to”

Social EngagementIdentification and affiliation

with school, sense of belonging, perceived

social support“I belong”