I.
Overview of Response to Intervention (RtI)
a. Purpose
i. Result of NCLB 2001- reorganization of schools to identify
low performing students1
ii. Includes both academic and behavioral performance
issues2
b. Structure
i. Tiers- interventions become more student specific as they
increase in levels
1. Tier 1- whole class instruction; preventative in
nature; high quality lessons should be the main
goal of the teacher; Tier 1 should be inherently in
place in the classroom
2. Tier 2- Supplemental instruction to help those
students who struggle to grasp concepts of whole
class instruction; done in small groups.
a. If successful, move back to primary
intervention group (tier 1)
3. Tier 3- more explicit interventions; if students are
not successful, may call for assistance of special
needs students.
a. RtI is helpful in identify those students that
need special services at an early point in the
school year
i. IEP goals put in place
b. If successful, move back to whole group; if
not, continue with tier 3 interventions
c. Possible interventions used at each level
1
Response to Intervention (RTI): Is There a Role for Assistive Technology?
2
http://www.cited.org/library/site/RTI%20Webinar%202-11-08.pdf
a. Outcomes of students not reaching concepts
within tier 3; students that do not respond to
the most extensive interventions are labeled
as LD or BD
d. Teacher responsibility:
i. Proper documentation: interventions used, etc.
e. Concerns about RTI
i. Misrepresentations of minority students in special
education3
1. How are all students expected to make AYP?
2. Concern for students ignored: students learn in
different ways, sequences, and pace- need to make
adjustments to get everyone where they need to be
II.
Evaluating data for RtI
a. What is our “desired” outcome for using the program?
i. Many possible goals for RTI4:
1. Maximize performance on standardized tests
2. Reduce referrals to special education program if not
necessary
3. Early identification of students that do need
additional support
a. What is being focused on?
i. Grades, understanding, test scores?
b. What is done with the data that is collected?
i. Progress monitoring is an essential part; academic
performance is measured using frequent assessment in
alternate forms5
c. How do we know whether or not RtI is working?
3
http://www.cited.org/library/site/RTI%20Webinar%202-11-08.pdf
4
http://www.cited.org/library/site/RTI%20Webinar%202-11-08.pdf
http://www.cited.org/library/site/RTI%20Webinar%202-11-08.pdf
5
i. Teacher evaluations based on student success?
III.
Overarching available programs
a. Read 180: “…reading intervention program, is a comprehensive
system of curriculum, instruction, assessment, and professional
development proven to raise reading achievement for struggling
readers in grades 4–12+”6
i. 3 stages of interventions
1. Stage A- grades 4-6
2. Stage B- Grades 6-8
3. Stage C- Grades +9
ii. Online Tools
1. Adaptive software for reading and writing
a. 5 zones for success: reading, spelling, word,
success, and writing
b. Leveled books: both audio and paperbackappeals to both visual and auditory learners
b. ALEKS: Web-based program: Assessment and LEarning in
Knowledge Spaces- “…artificially intelligent assessment and
learning system. ALEKS uses adaptive questioning to quickly and
accurately determine exactly what a student knows and doesn't
know in a course”7
i. Identifies gaps in student understanding by constant
reassessment8
1. Avoids multiple choice questions to ensure the
student’s understanding of a topic, and not just
their ability to guess correctly
http://read180.scholastic.com/reading-intervention-program/about
http://www.aleks.com/about_aleks
8 http://www.aleks.com/about_aleks/overview
6
7
2. Offers explanations and feedback for students;
monitors student performance and growth for
teacher analysis
3. Big advantage: Billingual capabilities; shows
students actual potential, not limited by language
barriers
IV.
Technological Resources for RtI at the classroom level
a. Assistive technology in the classroom9
i. Types of assistive technology: mobility aids,
communication tools, motor and sensory tools, text to
speech
1. Not as successful when given to students in tier 1
2. More appropriately used in tier 2
a. Remediation versus compensation- how to
make that decision
b. Online Resources
i. Behavior Report Card Maker:
http://www.interventioncentral.org/tools/behavior-reportcard-maker
ii. Guided notes:
http://www.interventioncentral.org/tools/guided_notes
iii. Academic Resource Ideas:
http://www.interventioncentral.org/academic-interventions
1. How they are beneficial
a. The more proactive and innovative we can be
while working with tier 1 interventions, the
more possibility we have to get to students
that we are in fact capable of reaching
V.
9
Re-Evaluation Data
a. What studies have been done on RtI?
http://www.cesa1.k12.wi.us/cms_files/resources/EdyburnHandout.pdf
b. Is this a plan that will be continued to be instituted?
i. How has the plan changed since first implementation?
ii. In what ways will the plan be altered?
iii. Future of RtI in our schools?
** Need more investigation into these topics- having trouble coming
across resources, but I’m sure they’re out there!