RTI Implementer Webinar Series:
What Is a Multi-level Prevention
System?
National Center on Response to
Intervention
National Center on
Response to Intervention
RTI Implementer Series Overview
Introduction
Screening
Progress
Monitoring
Multi-level
Prevention
System
Defining the
Essential
Components
What Is RTI?
What Is
Screening?
What Is Progress
Monitoring?
What Is a Multilevel Prevention
System?
Assessment and
Data-based
Decision Making
Understanding
Types of
Assessment within
an RTI Framework
Using
Screening Data
for Decision
Making
Using Progress
Monitoring Data
for Decision
Making
IDEA and Multilevel Prevention
System
Establishing
Processes
Implementing RTI
Establishing a
Screening
Process
National Center on
Response to Intervention
Selecting
Evidence-based
Practices
2
Session Agenda




The multi-level prevention system
Primary prevention level
Secondary prevention level
Tertiary prevention level
National Center on
Response to Intervention
3
Upon Completion Participants Will
Be Able To:
 Understand the multi-level prevention system
and describe each level
 Use screening and progress monitoring data
to make decisions at all levels of the multilevel prevention system, including movement
between levels.
National Center on
Response to Intervention
4
Vocabulary Handout
Word
Prediction
Final Meaning
Primary
prevention
level
The bottom of
the pyramid that
represents
instruction given
to students
without learning
problems
Instruction delivered to
all students using
research-based curricula
and differentiation in the
general education
classroom. Incorporates
universal screening,
continuous progress
monitoring, and
outcome measures or
summative assessments.
National Center on
Response to Intervention
Picture/Sketch/Example
Primary
prevention
5
Defining the Three Levels Handout
Primary
Prevention
Which students?
Secondary
Prevention
Tertiary
Prevention
All students
Approximately
what % of the
population?
How is instruction
defined?
National Center on
Response to Intervention
6
Essential Components of RTI
National Center on
Response to Intervention
7
Levels, Tiers, and Interventions
Tertiary
Level of
Prevention
(~ 5 % of
students)
Primary Level of
Prevention
(~80% of students)
National Center on
Response to Intervention
Secondary
Level of
Prevention
(~15% of
students)
FRAMEWORK3 levels of
intensity:
• Primary
• Secondary
• Tertiary
8
Levels, Tiers, and Interventions
Tier III
(tertiary)
Tier II
(secondary)
MODEL:
Minimum of
3 tiers
representing
each level of
intensity
Tier I (primary)
National Center on
Response to Intervention
9
Levels, Tiers, and Interventions
Tertiary
Level of
Prevention
Secondary
Level of
Prevention
Interventions
are provided
at each level
and within
each tier.
Primary Level of
Prevention
National Center on
Response to Intervention
10
NCRTI recommends different evidence
standards across intervention levels.
Research-based curricula
• Recommended for
primary prevention
across subjects.
• Components have been
researched and found to
be generally effective.
• Curriculum materials
have not been rigorously
evaluated as a package.
Evidence-based intervention
• Recommended for
secondary and tertiary
prevention
• Materials evaluated using
rigorous research design
• Evidence of positive
effects for students who
received the intervention
(NCRTI, 2010)
National Center on
Response to Intervention
11
PRIMARY PREVENTION LEVEL
National Center on
Response to Intervention
12
Primary Prevention Level
 FOCUS: ALL students
 INSTRUCTION: District curriculum and instructional
practices that are research based; aligned with state
or district standards; and incorporate differentiated
instruction
 SETTING: Regular education classroom
 ASSESSMENTS: Screening, continuous progress
monitoring, and outcome measures or summative
assessments
National Center on
Response to Intervention
13
Primary Prevention Focus
 ALL students
 Includes students with disabilities, learning
differences, or language barriers
 Increase access through
• Differentiated instruction
• Practices that are linguistically and culturally responsive
• Accommodations
• Modifications
National Center on
Response to Intervention
14
Primary Level Instruction
 Research-based curriculum materials for students
(including subgroups)
 Implementation fidelity
 Articulation of teaching and learning within and
across grades
 Differentiation of instruction based on data
 Ongoing professional development
National Center on
Response to Intervention
See NCRTI
Integrity Rubric
15
What Is Core Curriculum in RTI?
 Course of study deemed critical
 Usually mandatory for all students of a school or a
school system
 Often instituted at the elementary and secondary
school levels by local school boards, departments of
education, or other administrative agencies charged
with overseeing education
National Center on
Response to Intervention
16
What Are Differentiated Learning
Activities?
 Offers students in the same class different teaching
and learning strategies based on
• Student assessment data and knowledge of student
readiness
• Learning preferences
• Language and culture
National Center on
Response to Intervention
17
What Are Differentiated Learning
Activities?
 Involves
• Mixed instructional groupings,
• Team teaching,
• Peer tutoring,
• Learning centers, and
• Accommodations to ensure that all students have access to the
instructional program
 Is NOT the same as providing more intensive interventions
to students with learning disabilities
National Center on
Response to Intervention
18
Primary Prevention Setting
 Regular education classroom or similar setting
 Various grouping strategies (examples):
•
•
•
Whole class
Cooperative learning groups
Peer dyads
National Center on
Response to Intervention
19
Primary Prevention Assessment
 Universal screening to determine students’ current
level of performance
 Continuous progress monitoring to confirm risk
status and monitor progress of at-risk students
 Outcome measures or summative assessments for
accountability
National Center on
Response to Intervention
20
Progress Monitoring and Screening
Data Within Primary Prevention
 Screening data
• Identify students who need additional assessment or
instruction.
• Evaluate the effectiveness of primary prevention for all
students.
 Progress monitoring data
• Confirm and disconfirm risk.
National Center on
Response to Intervention
21
Screening: Identify Students Who Need
Additional Assessment and Instruction
Benchmark Scores for Grade 2
Screening Measure
70
Above
average
Score
60
50
Average
40
Below
average
30
Student
20
10
Fall
National Center on
Response to Intervention
22
Screening: Evaluate Effectiveness
of Primary Prevention
Target score
140
General
population
Title I
Score
120
100
Special
education
80
60
40
20
Fall
National Center on
Response to Intervention
Winter
Spring
23
Digits Correct in 3 Minutes
Progress Monitoring: Confirming
Risk Status
25
20
15
X
10
X
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
National Center on
Response to Intervention
24
Problems Correct in 3 Minutes
Progress Monitoring: Confirming
Risk Status
25
20
15
10
X
5
X
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
National Center on
Response to Intervention
25
SECONDARY PREVENTION LEVEL
National Center on
Response to Intervention
26
Secondary Prevention Level
 FOCUS: Students identified through screening as at
risk for poor learning outcomes
 INSTRUCTION: Targeted, supplemental instruction
delivered to small groups
 SETTING: Regular education classroom or other
regular education location within the school
 ASSESSMENTS: Progress monitoring, diagnostic
National Center on
Response to Intervention
27
Secondary Prevention Focus
 Students identified through screening as at risk for
poor learning outcomes
 Typically 15%-20% of entire population
National Center on
Response to Intervention
28
Secondary Level Instruction
 Evidence based
 Aligns with and supports core instruction
 Implementation fidelity based on developer
guidelines
 Delivered by well-trained staff in optimal group sizes
 Decisions are based on valid and reliable data and
criteria are implemented accurately See NCRTI
 Supplements core instruction
National Center on
Response to Intervention
Integrity Rubric
29
Secondary Prevention Setting
 Regular education classroom or similar setting
 Adult-led instruction
 Small group rather than whole class
National Center on
Response to Intervention
30
Secondary Prevention Assessment
 Decisions about responsiveness to intervention
• Are based on reliable and valid progress monitoring
data.
• Reflect judgment based on the slope of improvement
or final status at the end of the intervention period.
 Decision-making rules are applied accurately and
consistently
National Center on
Response to Intervention
31
Secondary Prevention Assessment
 Progress monitoring
•
Monitor student response to secondary instruction.
•
Evaluate the efficacy of the secondary system.
•
Conduct at least monthly.
 Diagnostic assessment
•
Match students’ needs to interventions.
National Center on
Response to Intervention
32
Secondary Prevention Goal Setting
 End-of-year benchmarking
 National norms for weekly rate of improvement
(slope)
National Center on
Response to Intervention
33
Progress Monitoring Data Within
Secondary Prevention
 Progress monitoring data
• Determine response to secondary interventions using
 The four-point rule.
 Trend-line analysis.
• Compare efficacy of secondary interventions.
National Center on
Response to Intervention
34
Progress Monitoring: Determining
Response Using the Four-Point Rule
X
X
National Center on
Response to Intervention
Goal line
35
Progress Monitoring: Determining
Response Using Trend Line Analysis
Trend line
X
X
X
X
National Center on
Response to Intervention
Goal line
36
Progress Monitoring: Compare
Efficacy of Secondary Interventions
Words Read Correctly
Growth by Intervention Type
50
40
30
Intervention A
20
Intervention B
Intervention C
10
0
Week 1
National Center on
Response to Intervention
Week 2
Week 3
Week 4
37
Progress Monitoring: Evaluate
Efficacy of Secondary System
 Data should indicate the following:
• Most students benefit from secondary interventions, but a
small percent will need more intensive, individualized
instruction (tertiary)
• Implementation fidelity for interventions and databased decision rules
National Center on
Response to Intervention
38
TERTIARY PREVENTION LEVEL
National Center on
Response to Intervention
39
Tertiary Prevention Level
 FOCUS: Students who have not responded to
primary or secondary level prevention
 INSTRUCTION: Intensive, supplemental instruction
delivered to small groups or individually
 SETTING: Regular education classroom or other
appropriate setting within the school
 ASSESSMENTS: Progress monitoring, diagnostic
National Center on
Response to Intervention
40
Tertiary Prevention Focus
 Students who have not responded to primary or
secondary level prevention
 Typically 3%-5% of the entire population
National Center on
Response to Intervention
41
Tertiary Level Instruction
 Evidence-based or based on validated progress
monitoring methods for individualizing instruction
 More intense than secondary
 Implementation fidelity
 Delivered by well-trained staff in optimal group sizes
 Decisions are based on valid and reliable data, and
criteria are implemented accurately.
 Address general education curriculum in appropriate
manner for students.
See NCRTI
Integrity Rubric
National Center on
Response to Intervention
42
Tertiary Prevention Setting
 Regular education classroom or other appropriate
setting
 Decisions are made on a case-by-case basis.
 Optimal group size is chosen for ages and needs of
students.
National Center on
Response to Intervention
43
Tertiary Prevention Assessment
 Decisions about responsiveness to intervention
• Are based on reliable and valid progress monitoring
data.
• Reflect judgment based on the slope of improvement or
final status at the end of the intervention period.
 Decision-making rules are in place and applied
accurately.
National Center on
Response to Intervention
44
Tertiary Prevention Assessment
 Progress monitoring
• Frequent progress monitoring (ideally weekly) is
recommended.
• Continuously monitor progress based on established
learning trajectories indicated by the goal line.
 Diagnostic
• Match instruction to needs.
• Inform individualized instructional planning.
National Center on
Response to Intervention
45
Tertiary Prevention: Goal Setting
 End-of-year benchmarking
 National norms for weekly rate of improvement
(slope)
 Intra-individual
National Center on
Response to Intervention
46
Progress Monitoring Data Within
Tertiary Prevention
 Progress monitoring data
• Determine response to secondary interventions using
 The four-point rule.
 Trend line analysis.
 Trend line analysis and slope.
• Compare efficacy of tertiary interventions.
National Center on
Response to Intervention
47
Progress Monitoring: Determining
Response Using Four-Point Rule
X
X
National Center on
Response to Intervention
Goal line
48
Words Read Correctly
Progress Monitoring: Determining
Response Using Trend Line Analysis
20
18
16
14
12
10
8
6
4
2
0
X
Trend line
Goal line
X
X
X
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Weeks of Instruction
National Center on
Response to Intervention
49
Words Read Correctly
Progress Monitoring: Determining Response
Using Trend Line Analysis and Slope
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Student’s new goal and slope:
(28 – 6) ÷ 11 = 2.0 slope
Trend
line
X
X
Goal line
X
1
2
X
X
3
4
5
6
7
8
X
9 10 11 12 13 14 15 16 17 18 19 20
Weeks of Instruction
National Center on
Response to Intervention
50
Progress Monitoring: Compare
Efficacy of Tertiary Interventions
Growth by Intervention Type
Words Read Correctly
50
40
30
Intervention A
20
Intervention B
Intervention C
10
0
Week 1
National Center on
Response to Intervention
Week 2
Week 3
Week 4
51
Progress Monitoring: Evaluate
Efficacy of Tertiary System
 Data should indicate the following:
• Majority of students in tertiary prevention are
demonstrating adequate progress
• Implementation fidelity for interventions, program
implementation, and data decision rules
National Center on
Response to Intervention
52
Changing the Intensity and Nature
of Instruction
 Intervention (including adaptations to the
intervention based on students’ data)
 Duration
 Frequency
 Interventionist
 Group size
National Center on
Response to Intervention
53
Need More Information?
National Center on Response to Intervention
www.rti4success.org
RTI Action Network
www.rtinetwork.org
IDEA Partnership
www.ideapartnership.org
National Center on
Response to Intervention
54
National Center on
Response to Intervention
This document was produced under U.S. Department of
Education, Office of Special Education Programs Grant No.
H326E070004 Grace Zamora Durán and Tina Diamond served
as the OSEP project officers. The views expressed herein do
not necessarily represent the positions or policies of the
Department of Education. No official endorsement by the U.S.
Department of Education of any product, commodity, service
or enterprise mentioned in this publication is intended or
should be inferred. This product is public domain.
Authorization to reproduce it in whole or in part is granted.
While permission to reprint this publication is not necessary,
the citation should be: www.rti4success.org.
National Center on
Response to Intervention
55