Response to Intervention:
School-Wide Multi-Level
Prevention
Carriage Crest Elementary
Core Components of RtI
~ National Center on Response to Intervention
What is RtI?
Response to Intervention (RtI)
integrates assessment and
intervention within a school-wide,
multi-level prevention system to
maximize student achievement and
reduce behavior problems.
~ National Center on Response to Intervention
Core Characteristics of RtI
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Universal screening: All students are screened
to determine academic and behavior status
against grade-level benchmarks
• • Standards-aligned instruction: All students
receive high quality, research-based instruction
in the general education standards-aligned
system
• • All staff (general education teachers, special
education teachers, Title I, ESL) assume an
active role in students’ assessment and
instruction in the standards-aligned system
• • Multi-Leveled Intervention: Students receive
increasing intense levels of targeted
scientifically, research-based interventions
dependent upon student need
Core Characteristics of RtI (contin.)
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• Research-based Interventions:
Implementation of research-validated
interventions based on level of need
• • Progress Monitoring: Continuous progress
monitoring of student performance and use of
progress monitoring data to determine
intervention effectiveness and drive
instructional adjustments, and to
identify/measure student progress toward
instructional and grade-level goals
• • Benchmark and Outcome Assessment:
Student progress is benchmarked throughout
the year to determine level of progress toward
monitoring and assessing the fidelity of
intervention implementation
Core Characteristics of RtI
• Universal Screening
• Progress Monitoring
• School-Wide Multi-Leveled
Prevention System
• Data-Based Decision-Making
RtI Is . . .
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A general education led effort implemented
within the general education system,
coordinated with all other services including
special education, Title I, ESL, Migrant
Education, etc.
A system to provide instructional intervention
immediately upon student need
An alternative approach to the diagnosis of a
Specific Learning Disability. Instead of using
the well-known discrepancy model, local
education agencies may now use this
diagnostic alternative
A process that determines if the child
responds to scientific, research-based
intervention as a part of the evaluation
procedures
RtI Is Not . . .
RTI
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A pre-referral system
An individual teacher
A classroom
A special education program
An added period of reading
instruction
• A separate, stand-alone initiative
RtI
• RtI requires the re-engineering of
general, remedial, and special
education resources to create a
seamless service delivery system
to better meet the needs of all
students
• RtI does not prevent referral for
special education evaluation
School-Wide Multi-Level
Prevention System
Levels of Intervention
Tertiary Level
Secondary Level
Primary Level
A School-Wide Multi-Level Prevention System is one
of the components of Response to Intervention (RtI)
A School-Wide M-LPS Is . . .
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3 Levels
• Primary (Formerly, Tier 1)
• Secondary (Formerly, Tier 2)
• Tertiary (Formerly, Tier 3)
A focus is on ALL students
Instruction includes the district curriculum and
instructional practices that are research-based;
aligned with state or district standards; incorporate
differentiated instruction; planned/implemented w/
fidelity, capacity, intention, and rigor
Takes place in the General Ed. Classroom
Assessments include screening, continuous
progress monitoring, and outcome measures
A School-Wide M-LPS Is Not . . .
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“Take my low kids”
Student pull out
M-LPS
Done on the fly
Taking place in a special education
classroom
• The responsibility of the Special
Education teacher
• Part of a Special Education
Initiative
• Just for some students
Intervention vs.
Accommodation
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Intervention
Multi-Level Prevention
System
Instruction
Duration
Frequency
Progress-Monitoring
Fluid, not finite groups
Small group instruction
Evidence-based
resources
Screening
Data-Driven DecisionMaking
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Accommodation
Seating preference
Extra time for tests
Scribe
Chunking assignments
Peer helper
Repeated directions
Redirection to task
Frequent breaks during
testing
Teacher proximity to
student during
instruction
M-LPS at Carriage Crest
GE Teachers
PLC
Intervention
Team
Intervention
Susan/Cindy/Susanne
ELL
PLC
IP
Rebecca
Danielle/Wendy/Julie
Psychologist
Laura
Volunteer
Cadre
Parents
M-LPS at Carriage Crest: GE Teacher
As a Grade Level PLC:
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Provide Core Instruction
Provide Differentiated Instruction/Core
Plan/Implement/Intervention
Progress Monitor all instruction and all
interventions
Provide Accommodations
Administer/Record/Evaluate Common
Assessments
Establish SMART Goals
Collaborate/Communicate w/Intervention Team
weekly
M-LPS at Carriage Crest: Intervention Team
As an Intervention PLC:
• Collaborate with Grade Level PLCs weekly
• Co-Plan Intervention/Instruction with GL PLCs
• Administer assessments/evaluations, as
requested
• Maintain a CC Data Notebook
• Conduct data-driven collaboration
• Support students in small groups and/or oneon-one (IP, ELL, GE, and combined groups)
• Monitor and meet IEP minutes for IP students
• Facilitate CARE Meetings/SST Meetings
• Meet weekly as a PLC (Tuesday mornings)
M-LPS Collaboration Schedule
• Grade Level PLCs meet every Monday,
2:55-3:35 PM (Not during conference
week or other designated non-meeting
times mandated by KSD) for data-driven
collaboration with Intervention PLC:
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Pre-arranged collaborative agenda
Record meeting notes
Share notes with Intervention Team
Planning/Evaluating/Reflecting Meetings
Review student work
Review progress monitoring data
Decide options for CARE Team referral
Questions and Lingering Thoughts