Response to Instruction &
Intervention (RtI2)
Using Differentiation to Provide Equity
and Access for All Students
Our Beliefs
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RtI2 is not a program, but
a process and framework
for consolidating and
using your existing
resources wisely
RtI2 is designed to assure
high levels of learning for
all students
For all students to learn, we must:
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Start with a highly effective
research-based core instruction
Systematically identify students
who are not succeeding in our
core program
Provide additional time and
support to struggling students
Over the past decade, two proven processes
have been developed to achieve this goal:
RtI2 Visual Synectic
Response to Instruction & Intervention is like…
Greek
Root -
Greek
Root -
Syn =
bringing
together
ectics =
diverse
elements
… because …
Response to Intervention
What Is It? Why Do It? Is It Worth It?
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“Say Something*” Activity
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Paired Reading Strategy
Thinking-Out-Loud & Attentive Listening
Individual & Shared Understanding
* ‘something’ might be a question, a brief
statement, a key point, an interesting
idea, or a personal connection
RtI Video
http://www.cde.state.co.us/media/rti/rtivideo/rti.htm
“We’re creating a system that
supports students at whatever level
they need to be supported. ALL
students fit within the system of RtI
and the three tiered services model.”
-Montina Romero
K-W-L Chart (L is for Later)
What do you Know
now about RtI2?
What do you Want to
know more about when
it comes to RtI2?
Core Principles of RtI
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We can effectively teach all children
Intervene early
Use a multi-tier model of service delivery
Use a problem-solving method to make decisions within a
multi-tier model
Use research-based, scientifically validated
interventions/instruction
Monitor student progress to inform instruction
Use data to make decisions
Use assessment for 3 purposes: screening, diagnosis,
progress monitoring
Essential Characteristics of RtI
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Collective responsibility
Quality core instruction
Universal screening and diagnostic assessment
Research-based supplemental services and
interventions
Progress monitoring – Use of data to make
instructional and intervention decisions
Quality problem solving
Guaranteed access for all students
(http://www.rti4success.org/)
Big Ideas of RTI:
To BE Effective We Must:
 Use an instructionally relevant and efficient resource
deployment system
 Use scientifically research – based practice to extent
available
 Match instruction to individual student needs
 Make sure the instruction is sufficiently explicit and
sufficiently intense
 Monitor implementation fidelity
 Monitor student response and change instruction as
necessary
- David Tilly, 2008
RtI: A Definition
Response to Intervention (RtI) is the practice of
providing high quality instruction and interventions
matched to student need, monitoring progress
frequently to make decisions about changes in
instruction (differentiation) or goals and applying
student response data to important educational
decisions.
RtI should be applied to decisions in general,
remedial and special education, creating a well
integrated system of instruction/intervention guided
by student outcome data.
Source: School Level NASDSE Blueprint
The RtI2 – PLC Link
2
RtI
cannot be implemented
effectively without a collaborative
process in place for on-going
progress monitoring and looking
at data.
Problem Solving Process (COI)
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Define the problem
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Analyze the problem
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Why is it happening?
Develop a Plan
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Where are our gaps?
What shall we do about it?
Evaluate
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Did our plan work?
The Three Big Ideas of a PLC
1. Focus on learning
2. Build a collaborative culture
3. Focus on results
Creating a PLC Foundation
What is your current reality?
What are the barriers to the
collaborative process?
The RtI2 – PLC Link
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Marathon Meetings
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Strengths, concerns, interventions, desired
outcome, action plan, time-line, follow up,
meet 3 times a year
(Team can consist of Teacher, Psych, Speech
Therapist, Admin, Counselor, other Resource
Teachers)
IEPs & Marathon
Meetings
Progress Monitoring
happens at each tier!
SSTs, & Marathon
Meetings
PBIS:
Family
Support
Teams
PLCs/Data Teams, Grade
Level/Dept. Teams, &
Marathon Meetings
In a PLC, Collaborative Teams
Focus on Three Key Questions
1. What do we expect students to learn?
2. How will we know when they have
learned it?
3. How will we respond when they
have/haven’t learned it?
Existing Program Qualities
Who Are Our UnderRepresented Students?
What Are Our Human
& Fiscal Resources?
Evaluating Our Current
Intervention
Under - Represented
Groups?
Data Supporting Group as
Under-Represented
Possible Underlying
Causes for Groups
Under-represented
statutes?
Personnel?
Programs?
Categorical (Restricted)
Funds
Non-categorical Funds?
Intervention Focus
Program Strengths in
Comparison to Essential
Characteristics
Program Concerns
Compared to Essential
Characteristics
How well are your students currently being served?
Guaranteed Access For All:
Schools systematically identify, place, monitor,
and revise individual student intervention in a timely
way
Interventions are part of a system that ensures that
no matter which teacher a student is assigned, the
same thing happens when they don’t learn
What does the data say?
Strengths
Gaps
Next Steps
Math
Reading
Does the data provide new insights into your
perceived reality?
What did you learn?
The RtI2 – PLC Link
Think
Pair
Share
RtI2…
WHAT IT IS
WHAT IT IS NOT
Represents a way of:
Using data to examine the system in
relation to most important results.
A panacea!
Structuring thinking so that we don’t
miss anything.
A curriculum, an intervention, or a
program.
Identifying strategies with a high
probability of improving student
performance and knowing if they
work.
Hoops to jump through.
Common sense into practice – Fullan
(You are your own best experts)
Easier than what came before.
- David Tilly, 2008
A Moral Responsibility
“Our work must be driven by the
knowledge that our collaborative efforts
will determine the life long success or lifeending failure of our students.”
-Pyramid Response to Intervention
Day 1 Evaluation
Reflect on Day 1 Learning (http://estaffroom.sccoe.org)
Day 2: Digging Deeper into Your School’s Data