Introduction to Response to Intervention: A comprehensive

School Support Perspective

Gary L. CatesIllinois State University

Today’s Objectives

• Provide a general understanding of RTI • Provide a rationale for RTI from both legal and

scholarly perspectives • Present a model of a comprehensive tiered

system of Instructional support for academic and social behavior

• Address how a continuum of assessment and instruction can be integrated within a tiered system of support

Activity 1

• What have you heard about RtI?• What are your biggest concerns?

Definitional Components of RTI

RTI is an overall integrated system of service delivery focused on ALL students.

RTI utilizes scientifically based instruction and interventions.

RTI utilizes data systematically

RTI is a prevention focused educational model

Perspective of RTI

RTI emphasizes the importance of using data to make decisions

Data-based decision making will be the driving force in the conceptualization, development, implementation, and evaluation of the RTI process.

RTI Purposes are to:Identify Educational Needs of Students

Match Instructional needs of all students

Minimize academic and social behavior concerns through a prevention model

Foster the use of effective and efficient instructional practices to develop positive academic and social behavior outcomes

RTI Logic:Use evidence based support to counter

educational difficulties

Intensity of support depends on severity of the problem

Minimize academic and social behavior concerns through a prevention model

Legal & Empirical Foundations

Legal Rationale of RTI:No Child Left Behind

Individuals with Disabilities Education Act

State Mandates

Research Rationale of RTI:Basic research in Learning

Problem-Solving

Curriculum Based Measurement

Positive Behavior Intervention Support

A Comprehensive Tiered System of Support

Response to Intervention Tier Notes

• Tiers are not places• Tiers are not mutually exclusive from each

other• Different things can happen with different kids

at the same tier level• Students may be at a specific tier level for

various amounts of time• Students may be at one level of tier service for

one area and another for another area

Example of 3-Tier Level Interventions

Time

Curricular Focus

Curricular Breadth

Frequency of Progress Monitoring

Tier I

90

5 areas

Core

3X Yearly or greater

Tier 2

120

Less than 5

Core+

Supplemental

Monthly or greater

Tier 3

180

2 or less

Core+

Supplemental+

Intensive

Weekly

Reading

Universal Instruction (Tier I) During Fall

Full Standard Protocol (Tier II)

During winter

Full Individualized Intervention (Tier III) Never utilized because not needed

Less Intensive Standard Protocol (Tier II) in spring because adequate progress was being made.

TIER I

Core Instruction and Screening

Tier I Curriculum and Instruction

• Provided to all students

• Is effective for most (e.g. 80%) students• Effectiveness determined by high stakes test performance

(or other global outcome measure)

• Includes both Academic and Social Behavior Instruction

Tier I Assessment: Screening

• All students administered a screening for reading, writing, math and behavior 3 times per year.

• Allows for identification of students at-risk for falling behind

• Can help in facilitating preventative intervention service delivery

Activity II

• How well is your universal curriculum meeting the needs for all students in the following areas and…

• What Screening measures to do you currently have in place?– Reading– Writing– Mathematics– Behavior

TIER II

Supplemental Instruction and Diagnostic Assessment

Tier II Assessment:Broad based Diagnostic Tool

• Administered to students who were identified as at-risk on the screening tool.– Requires more time and resources to administer

than the screener.– Helps identify general area of weakness

• Reduces need to do more lengthy assessment with every child.

• Helps identify the “right” children

Tier II Curriculum and Instruction

• Provided to students who are at-risk on screener AND identified with diagnostic tool.

• Is provide to small number of students (e.g. 10%) • Is provided in addition to Tier I service.

• Is scripted and provided in small group format.

• Is Scientifically based

Activity III

• What standard protocol interventions do you have in place for each of the following?

• Are they scientifically based? • How do you know if they are working?

– Reading– Writing– Mathematics– Behavior

TIER III

Individualized Instruction and Curriculum Based Evaluation

Tier III Assessment:Curriculum Based Evaluation

• Administered to students who are not making adequate progress with TIER II intervention– Requires more time and resources to administer

than the screener and diagnostic tool

– Utilizes individualized evaluation procedures using students own curriculum to isolate specific problem areas.

Tier III Curriculum and Instruction

• Provided to students who do not make adequate progress with TIER II level of support

• Is provide to small number of students (e.g. 5%)

• Is provided to 1 or 2 students at a time. • Is provided in addition to Tier I & Tier II• Is evidenced based

Activity IV

• What types of interventions are you putting into places for students with problems in the following areas?

• Are they evidenced based?• How do you know if they are working?

– Reading– Writing– Mathematics– Behavior

The RtI Process

Navigation Map to Data-Based Decision Making

Review Assessment

Review Intervention

Thinking Differently and Facilitating Others to Do the Same

• AYP Applies to ALL Students• Think Prevention ALWAYS!

– Saves headaches later• Make Decisions with data ONLY!

– Best practices in assessment and intervention• TIERS are not places EVER!

– Level of support• Services are dynamic

– Intensity and type of service can be different for any student• Authentic assessment links to and informs interventions

in the most direct way

Questions