Slide 1
Response to
Intervention
PED3141A
Riley Hoban
Thalia Richer
Laura Bednarek
Fatima Salman
Slide 2- Riley Hoban
What is Response To
Intervention?
RTI is a three tiered approach designed to help teachers accurately recommend students for
testing for a potential learning disability, mental illness or performance, vision or hearing
problem. The first tier assesses the entire class for those who are not performing at grade level.
That group is brought to the second tier for an appropriate intervention such as, daily goals,
extra help or weekly progress reports. Students who show no improvement go to the third tier;
where the teacher attempts to focus in on the specific difficulty with more intensive
intervention. The student will only then be recommended for testing for a learning disability if
no other cause is found.
Slide 3- Riley Hoban
Why Should We Use It?
What Could Happen?
RTI has many benefits such as fewer students being labelled as at risk or learning disabled. It
identifies those who need extra help and other problems the student may have. The in depth
approach also helps all students get to grade level and the teacher’s observations aid in the
child’s testing for learning disabilities. However, there are a few potential problems for teachers
to be aware of when attempting to implement RTI. It is time consuming, needs support from
both staff and parents and can prevent early detection of learning disabilities. It should also
only be used after critical self-reflection of the teaching strategies in place.
Slide 4- Laura Bednarek
Supporting Research
•Students were identified in
kindergarten and grade
one
•Small group work began
immediately
•Continued for two years
Intervene
Grade Level
•Students worked up to
grade level work
•Identified students placed
in the RTI program
surpassed those who were
not in the program
•The majority of children
were able to return to a full
time classic classroom by
the end of grade
•Students continued to be
successful in regular grade
level activities
Return
RTI has proven most effective when students are identified and brought into the program at a
young age. Researchers conducted a study that began when students were kindergarten and
monitored them through the first grade. They found that the at risk students who were put in
small group intervention generally outperformed other identified students who remained the
traditional classroom. As well, after being in the small group program for two years
(kindergarten and grade one) many of the students were found to be at grade level and no
longer required additional intervention.
Slide 5- Laura Bednarek
American Adaptation
States reported
that students
were now being
more correctly
identified and
aided
22 States were in
the
developmental
stage
10 were providing
guidance to
schools and
districts
15 States
adopted an RTI
model
In 2008, the American government mandated that each state should implement RTI practices in
each school. A year after researchers examined how RTI fared in the schools, finding that school
that committed to the program (through professional development, creating a statewide
standard, etc) were having success. However others were still struggling to with the program.
Recommendations were made that students would benefit more if states worked together to
share the approaches that generated the most success. The report concludes that correct RTI is
needed in all schools.
Slide 6- Thalia Richer
Curriculum Expectations
RTI allows students to achieve success in reaching curriculum expectations by assessing and
providing appropriate tools to the students. It is designed so that the expectations change by
gradually increasing the intensity and depth of the subject. This allows teachers to evaluate and
plan proper instruction that respects the diverse needs of students, as well as the curriculum
expectations. This can be seen more clearly in the Achievement Chart used by the Curriculum.
Slide 7- Thalia Richer
Non-Verbal Cues
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2.6 identify some non-verbal cues, including facial
expression, gestures, and eye contact, and use
them in oral communications, appropriately and
with sensitivity towards cultural differences, to help
convey their meaning. (Language curriculum
p.38)
“Some students with special education needs will
require modified expectations, which differ from
the regular grade-level expectations. In language,
modified expectations will usually be based on the
knowledge and skills outlined in curriculum
expectations for a different grade level.”
(Language Curriculum p.25)
More specifically, a grade 1 teacher assessing a student’s ability to identify ‘non-verbal cues’, as
set out in expectation 2.6 in the Oral Communication strand, could use the chart to determine
at which level the student is performing, by identifying the effectiveness of their
communication through facial expressions, gestures, and eye contact. In some subjects, such as
language, the teacher may modify a student’s expectations based on the skills required to meet
a higher or lower grade level.
Slide 8- Fatima Salman
Curriculum-BasedMeasurement tool
The RTI method allows teachers to assess FOR learning by providing intensive intervention.
Teachers will be able to meet their students needs by assessing students’ thinking, providing
feedback, and adjust the intervention after collecting information about students’ learning
response (VanDerHeyden, 2015). The Curriculum-Based Measurement tool is used to monitor
student’s performance on a weekly bases. If the student is not meeting expectations, then the
teacher must switch to a higher tier or alter his/her of teaching practices (Jenkins, Hudson &
Lee, n.d.). The table to my left is an example of how students are scored using the CBM model.
Slide 9- Fatima Salman
RTI Learning Goals
 Set
individual goals
 Monitor
own progress
 Reflect
 Determine
next steps
Response to Intervention includes a set of learning goals to allow students to evaluate their
own learning by using self-assessment skills and reflective strategies. Teachers and aides are
able to help students “set individual goals, monitor their own progress, determine next steps
and reflect on their thinking and learning” (The Ontario Curriculum, 2008, p.28). These
techniques allow students to reflect on how much effort they must expend for success by
having a clear understanding of their learning needs.
Slide 10
References
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Berkeley, S., Bender, W., Gregg Peaster, L., & Saunders, L. (2009). Implementation of response
to intervention. Journal of Learning Disabilities, 42(1), 85-95. doi:10.1177/0022219408326214
Ervin, R. (n.d.). Considering Tier 3 Within a Response-to-Intervention Model. Retrieved October
5, 2015, from http://rtinetwork.org/essential/tieredinstruction/tier3/consideringtier3
Denton, C. (n.d.). High-Quality Classroom Instruction. Retrieved October 5, 2015, from
http://rtinetwork.org/essential/tieredinstruction/tier1/highquality
Dozier, C., Jonston, P., & Rogers, R. (2006). Critical literacy, critical teaching: Tools for
preparing responsive teachers. New York: Teachers College Press.
Jenkins, J., Hudson, R., & Lee, S. (n.d.). Using CBM-Reading Assessments to Monitor Progress.
Retrieved October 10, 2015, from
http://www.rtinetwork.org/essential/assessment/progress/usingcbm
Johnson, E. (n.d.). How to Develop an Effective Tier 2 System. Retrieved October 5, 2015, from
http://rtinetwork.org/essential/tieredinstruction/tier2/how-to-develop-an-effective-tier-2system
Klotz, M. (2006). Response to Intervention (RTI): A Primer for Parents. Retrieved October 6,
2015, from http://www.nasponline.org/resources/factsheets/rtiprimer.aspx
Ontario Ministry of Education. 2006 (revised). The Ontario curriculum grades 1-8: Language.
From http://www.edu.gov.ca/eng/curriculum/elementary/language18currb.pdf
Ottawa-Carleton District School Board. (2008). Educators’ Resource Guide: Assessment,
Evaluation, and Reporting of Student Achievement. Retrieved October 6, 2015, from
https://sites.google.com/site/ocdsbministryresources/Home/assessment-resources/ERGElemFinal.pdf?attredirects=0
Slide 11
Reference cont
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Prasse, D. (n.d.). Why Adopt an RTI Model? Retrieved October 6, 2015,
from http://www.rtinetwork.org/learn/what/whyrti
Robinson, K., & Hutchinson, N.L. Dr. Tiered Approaches to the Education
of Students with Learning Disabilities. Retrieved October 15, 2015,
from://www.idatschool.ca/literacy/tierd/approaches-to-the-educationof-students-with-learning-disabilities/
Vellutino, F., Scanlon, D., Small, S., & Fanuele, D. (2006). Response to
intervention as a vehicle
for distinguishing between children with and without reading disabilities.
Journal of
Learning Disabilities,39(2), 157-169. doi:10.1177/00222194060390020401
VanDerHeyden, A. (2015). Approaches to RTI. Retrieved October 6, 2015,
from
http://www.rtinetwork.org/learn/what/approaches-to-rti
What is RTI? (n.d.). Retrieved October 6, 2015, from
http://www.rtinetwork.org/learn/what/whatisrti