TOGETHER
on
RESPONSE TO
INTERVENTION
(RTI)
A collection of free
resources selected
by national
organizations for
their members
FEDERALLY FUNDED CENTERS AND WHAT THEY DO
These centers are content specific and are focused on providing research or resources
about RTI. The resource material may be specific to a particular audience: parent,
practitioner, administrator or policymaker. It may also be about a specific topic within
RTI, such as assessment.
The IRIS Center for Training Enhancements
The IRIS Center aims to provide high-quality resources for faculty and professional
development providers. It provides free, online, interactive training enhancements that
translate research about the education of students with disabilities into practice. All
materials are freely available for use via the website and may be printed without
permission. The 4-Part modules on RTI can be accessed by clicking Resources, Star
Legacy Modules, then scrolling down to the Differentiated Instruction section.
RTI (Part 1): An Overview This module outlines the differences between the IQachievement discrepancy model and the Response-to-Intervention (RTI) model. It also
offers a brief overview of each tier in the RTI model and explains its benefits.
RTI (Part 2): Assessment This module explores in detail the assessment procedures
integral to RTI. It also outlines how to use progress monitoring data to determine if a
student is meeting the established performance criteria or if more intensive intervention
is needed.
RTI (Part 3): Reading Instruction This module illustrates different research-based
reading strategies that may be used with the Response-to-Intervention model to
1
improve reading skills.
RTI (Part 4): Putting It All Together This module synthesizes the information in RTI
(Parts 1, 2, and 3) to provide teachers and other school personnel with a more
comprehensive illustration of how to successfully implement RTI. This section contains
a Data Management and Graphing Tool . (Click on this title to download the tool.) This
tool allows teachers to track progress monitoring data for each student. With it, teachers
can set beginning and end goals for their classes and enter each student's progress
monitoring scores. The program will automatically generate a graph for each student
and calculate the slope.
RTI: Considerations for School Leaders This module provides information about ways
to build support for RTI, factors that should be addressed when implementing RTI, and
methods of collecting data and evaluating the effectiveness of the RTI approach.
Two additional modules are found under the IRIS RTI Section:
Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement
in the Classroom This module discusses how progress monitoring can affect the
academic outcomes of students, and it demonstrates how to implement curriculumbased measurement with a classroom of students.
Classroom Assessment (Part 2): Evaluating Reading Progress This module explores in
detail the assessment procedures integral to RTI. It also outlines how to use progress
monitoring data to determine if a student is meeting the established performance criteria
or if more intensive intervention is needed.
The National Center on Response to Intervention
This Center’s mission is to provide technical assistance and dissemination about
proven and promising models for RTI and EIS to state and local educators, families,
and other stakeholders. The Center will work in four areas: (a) knowledge production,
which involves a Technical Review Committee of experts who will independently
evaluate the scientific rigor, conditions for successful implementation, and the cultural
and linguistic competence of all identified models (and components); (b)
implementation supports, which involve training and follow-up activities to scale-up
RTI and EIS on a broad scale; (c) information dissemination, which involves forming
communities of practice to improve the likelihood that consumers will adopt RTI
models; and (d) formative evaluation, which involves an assessment of the quality,
implementation, impact, and cost effectiveness of the services offered.
Visit their LIBRARY for the latest resources from a variety of organizations, agencies,
and centers. The RTI Center is adding resource material to their website weekly –
check back frequently. Here is one of their latest reports: Response-to-Instruction
2
and Universal Design for Learning: How Might They Intersect in the General
Education Classroom?
The National Research Center on Learning Disabilities (NRCLD)
NRCLD's goal is to help educators, policymakers, and parents understand the
complexity and importance of making sound decisions regarding whether a child has a
specific learning disability. Their research in this area--including studies of the role of
and best practices associated with responsiveness to intervention--is the foundation
underlying all of the materials available on this site. Site includes information and
resource sections on SLD determination, RTI, "How to", and "Changing roles".
The NRCLD Learning Disabilities Resource Kit: Specific Learning Disabilities
Determination Procedures and Responsiveness to Intervention
NRCLD has developed this kit to help you navigate changes related to specific
learning disability determination and responsiveness to intervention. All materials in
this kit are in the public domain. Authorization to reproduce it in whole or in part is
granted. The sections of the kit include:

General Information

Tools for Change

Getting Started Manual

RTI Manual

PowerPoint Presentations

Parent Pages
Click on this title to download the entire kit in a zip file:
Learning Disabilities Resource Kit
National Center on Student Progress Monitoring
This site has downloadable articles, PowerPoint presentations, Frequently Asked
Question documents, and additional resources about screening, student progress
monitoring, Curriculum-Based Measurement, applying decision making to IEPs and
other researched based topics. All publications are designed to inform and assist
audiences in implementing student progress monitoring at the classroom, building,
local or state level. In addition, the Center has established a standard process to
evaluate the scientific rigor of commercially available tools to monitor student’s
progress. Review the tools at http://www.studentprogress.org/chart/chart.asp
3
The Center on Instruction
The Special Education Strand of the Center on Instruction hosted a one-day
symposium in April 2006, on Response to Intervention. Information was provided on
recent empirical and practical developments related to RTI models and methods. In
addition, this project maintains a comprehensive compendium of RTI-related
resources and products that currently exist within educational organizations and plans
to conduct site visits to five sites that are successfully using elements of tiered
delivery of instructional services within a RTI model.
PowerPoint presentations are available for downloading at:
http://www.centeroninstruction.org/recentactivities.cfm
The National High School Center
This Center serves as a central source of information and expertise on high school
improvement for the Regional Comprehensive Centers (RCCs). They assist the
RCCs in building the capacity of states across the nation to execute the goals of the
No Child Left Behind Act of 2001 (NCLB). They also identify effective programs and
tools, offer user-friendly products, and provide high-quality technical assistance to
support the use of research-based decisions as they relate to high schools. They
have developed a resource that provides an in-depth look at the implementation and
structural issues, as well as the needed support required to successfully institute
Response to Intervention (RTI) at the secondary school level. It defines the RTI
models, explores benefits and challenges faced at the high school level, shares a
snapshot of implementation at the high school level, and outlines the necessary
resources needed to support this work.
Meeting the Needs of Significantly Struggling Learners in High School: A Look at
Approaches to Tiered Intervention
Project Forum
Project Forum published proceedings from a policy forum held on Response to
Intervention (RTI) and Early Intervening Services (EIS) jointly sponsored by the Office
of Special Education Programs (OSEP) and the Office of Elementary and Secondary
Education (OESE) in December.
Project Forum's Policy Forum on Response to Intervention and Early Intervening
Services (barriers, policy recommendation and implementation considerations)
Response to Intervention and Early Intervening Services Policy Forum Presentation
4
Response to Intervention as it Relates to Early Intervening Services:
Recommendations
Center on Positive Behavioral Interventions and Supports
The Center has been established to give schools capacity-building information and
technical assistance for identifying, adapting, and sustaining effective school-wide
disciplinary practices. The overall goals of the TA Center on PBIS are to: (a) identify
and enhance knowledge about, and practical demonstration of, school-wide PBS
practices, systems and outcomes along the three-tiered continuum (primary,
secondary, tertiary); and (b) develop, conduct and evaluate technical assistance and
dissemination efforts that allow evidence-based practices to be implemented on a
large scale with high durability and effectiveness. The PBIS Center has recently
released a newsletter article on the relationship between PBIS and RTI. This article
can be accessed at
Response to Intervention and Positive Behavior Support: Brothers from Different
Mothers or Sisters with Different Misters?
Center for Early Literacy Learning (CELL)
This project is in year 1 and is using a tiered model of intervention approach as part of
their conceptual framework in identifying evidence-based practices that promote
literacy and language development in young children (0-5). Tier 1 includes literacy
rich learning opportunities that are the contexts for skill acquisition for all young
children; tier 2 includes specific instructional practices that promotes literacy learning
for all young children; and tier 3 includes specialized practices for supporting the
literacy learning of young children with disabilities or learning difficulties that need
more specialized interventions. CELL is currently conducting research syntheses on
various practices that promote language and literacy. Based on their research
syntheses, they will ultimately be developing 6 practice guide tool kits for practitioners
and families that address various age levels (infant, toddler, preschooler), formal and
informal practices, different literacy related competencies (print-related and linguistic
processing), and the three tiers of intervention. CELL will be providing general TA to a
wide audience and working intensively with a small number of States.
Center for Evidence-based Practices to Improve Social Emotional
Development of Young Children
5
One of the activities of this Center is to coordinate with the Center on the Social and
Emotional Foundations for Early Learning (CSEFEL) a project jointly funded by the
Office of Head Start (OHS) and the Child Care Bureau (CCB). In our conversations
with OHS and CCB on how to coordinate the work of these two Centers we have
discussed using a tiered intervention model, where CSEFEL focuses their efforts on
Tier 1 and 2 and the OSEP funded Center focuses their efforts on Tier 2 and 3.
National Center on Special Education Research RTI Project
Response to Intervention as an Approach to Preventing and Identifying Learning
Disabilities in Reading
Funded by the Institute of Education Sciences, National Center on Special Education
Research, this project is investigating key measurement issues associated with the
Response to Intervention process: Research questions include: Who should enter the
RTI process? How does one determine whether effective Tier 2 intervention has been
conducted? What is a valid and practical method of monitoring responsiveness to Tier
2 instruction? What is a valid definition of 'nonresponsiveness' (i.e., reading disabled
[RD])?
6