RtI_files/RTI at a Glance_3_31_11

RtI at a Glance
Objective: To provide a scaffolded approach to instruction which uses progress monitoring to meet the academic, behavioral, and
social emotional needs of students, using high quality, differentiated, and culturally responsive instruction.
Facts about RtI
The RtI Model is a three-tiered system designed to meet the needs of ALL students. Response to Intervention is divided into three
Key components of Tier I include:
 Screeners used to identify at risk students
 High quality evidence based curriculum and instruction delivered with integrity and fidelity
 Collaborative approach and structured decision making process
 Differentiated Instruction
Key components of Tier II include:
 Small, flexible, supplementary group instruction for students in need of intervention(s) at instructional level
 Use of vetted, evidence based interventions
 Progress monitoring of interventions for decision making purposes
Key components of Tier III include:
 Vetted, evidence based interventions administered to individual students daily at instructional level
 Progress monitoring
Progress Monitoring
 Assessments are brief and frequent to determine whether students are making adequate progress.
 Data should be collected, evaluated, and used on an ongoing basis in order to:
 Determine rate of a student's progress
 Provide information on the effectiveness of instruction and need for modification of the intervention, if necessary
 Identify the need for additional information
 Analyze and interpret gaps between benchmarks and achievement
Vetted Interventions
 Research based interventions are:
 Rigorously tested in a controlled setting
 Peer reviewed
 Proven positive effect on students’ outcomes.
Alignment of RtI with District Initiatives
Evidence Based PBIS Practices
 Students receive high quality, evidence based instruction by qualified staff in their general education setting. These practices
 Implementing specific, evidence based interventions to address a student's difficulties within multiple tiers of increasing
 Using progress-monitoring data and decision rules to determine interventions, their effectiveness, and needed
modifications, using the PDSA decision making process
 Systematically assessing the fidelity and integrity of instruction and interventions are in place
 Families are informed about student progress, how decisions are made, and are involved in critical decisions
PDSA Decision Making Process
 Designed to assist school leaders, teachers, and parents in designing and selecting instructional str ategies and
interventions to improve academic, behavioral and social emotional performance of students
 Provides a consistent structure for addressing school and student needs
 Requires full collaboration of professionals along with parents to identify speci fic, measurable outcomes and to select
research based interventions to address the concerns
 Ensures interventions are implemented with fidelity and integrity according to their research base
 student progress is monitored to determine the student's response
 Develop teams within the general education setting to use this data based decision making process
 Use data to define the problem and state the desired
 Approved (vetted) high yield instructional intervention
 Select progress monitoring tool
 Implement intervention
 Collect progress monitoring data
 Conduct fidelity checks
 Evaluate the effectiveness of the intervention and the
degree of implementation fidelity
 Decide to continue, modify, or discontinue the
Universal Screener:
 Designed to measure student readiness to begin learning at a specific grade
 Designed to see how ready a student is to begin learning new concepts by domain and grade
The Comprehensive Literacy Plan (CLP)
 Requires students to be engaged in literacy using various resources to engage student learning
Tier 1
 Core curriculum is provided to all students using high yield instructional strategies
 Universal screener (MAP)
 Frequent formative assessment
 Differentiated instruction
Tier 2
 Groups working at their instructional level
 Modification/accommodations provided
 Specific interventions implemented
 Progress monitoring
Tier 3
 Individualized services
 Interventions revised based on data
 Progress monitoring
(ClasStat) Professional Development
 Awareness
 Understanding
 Applying
 Analyzing/evaluating/creating
 Web based application that automates and delivers
 Monitors academic and behavioral progress
 Shows which interventions are most effective
 Houghton Mifflin Reading Curriculum Interventions