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An Introduction to Response to Intervention


An Introduction to Response to Intervention MN Response to Intervention Center Ann Casey, Ph.D. Director St. Croix River Ed. District – PowerPoint PPT presentation

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Title: An Introduction to Response to Intervention

An Introduction to Response to Intervention
MN Response to Intervention Center
Ann Casey, Ph.D. Director St. Croix River Ed.
Objectives for today
  • Learn
  • What is RtI
  • Why our school needs RtI
  • What are the components that comprise an RtI
    system - must haves
  • Underlying assumptions for the model
  • RtI is about school improvement - not about
    identifying students for special education
  • Decide if our school wants to commit to
    implementing an RtI model of service delivery

Fundamental Assumptions
  • All the students are all our responsibility
  • All students can make progress when given the
    amount and kind of support needed
  • Teaching to the middle doesnt meet all students
  • Therefore, we must use our resources in new,
    different and collaborative ways to ensure each
    student is as successful as possible!

One final assumption
  • Schools have not had all the tools and/or
    training needed to implement such a model where
    all resources are organized around ensuring each
    student is as successful as possible

What is RtI?
  • Response to Intervention is a 3 tiered model of
    instructional support for all students
  • RtI is a process comprised of 3 main components
  • Evidenced Based Instructional practices
  • System of Universal Screening and Progress
  • Problem Solving as a decision making system to
    determine who gets what interventions, when and
    by whom
  • The first assumption when students are not
    succeeding is that they are struggling with the
    curriculum or instruction, and therefore, we need
    to make a change in one or both of those areas.

Whats a 3-tiered system?
(No Transcript)
Why a pyramid?
Tier 1
An aerial view- the implication is that all
students need a strong foundation in core
Tier 2
Tier 3
Why does my school need a 3 tiered system?
  • Many schools have had few options for struggling
    students - Title I services or special education
  • Those have not been ideal methods in preventing
  • In fact, special education has really been a
    wait to fail model, and Title I is a funding
    source and whether those resources resulted in
    student improvement varies greatly from school to
  • Even if your school is making AYP, there are
    students at every grade level who are not on
    target for proficiency

Sea of Ineligibility
Reading Recovery
Amount of Resources Needed To Solve Problem
Special Education
Title 1
Peer Tutoring
General Education
Intensity of Problem
RtI is a process
  • Comprised of 3 components
  • Measurement system that allows for frequent
    monitoring of progress
  • Instruction that is evidenced based for both core
    and interventions
  • Problem Solving process that relies on data to
    determine who needs intervention, when, how, and
    what interventions to be delivered.

Problem Solving
RtI an integrated System
  • Schools have to make many choices about
    measurement tools - and often end up with several
    measures for the same purpose
  • We need different measurements for different

RtI requires an easy to use measurement system
  • A system that allows for quick screening that is
    highly reliable and valid
  • A system that allows for frequent measurement to
    determine if students are progressing
  • Such systems are referred to as general outcome
    measures or curriculum-based measurements

  • Schools should visit the National Center on
    Student Progress Monitoring to determine which
    measurement system best meets your schools needs

Evidenced Based Practices
  • RtI is a process for improvement that can be used
    for both academics and behavior however the MN
    RtI Center is funded to improve literacy outcomes
    at this time

Evidenced Based Literacy Practices
  • 5 foundational skills of EBP for literacy
  • Phonemic awareness
  • Phonics/word study
  • Fluency/automaticity
  • Vocabulary
  • Comprehension

Literacy Professional Development
  • The professional development we undertake will be
    based on our student needs indicated by the data
    we collect, as well as teacher expertise or
    teacher need for expertise.
  • A study group/professional learning community
    model is encouraged

Problem-Solving Process
  • All school staff need to learn the problem
    solving process so we have a common approach to
    solving problems

Problem Solving A 5 step process
  • Problem Identification
  • Problem Analysis
  • Plan Development
  • Plan Implementation
  • Plan Evaluation

Building PS team IEP consideration
Grade Level teams
Resources for Problem Solving
Teacher Parent
Intensity of the problem
Adapted from Tilly, 2002
Problem Solving is used in each part of the
  • Grade level teams problem-solve regarding core
    instruction as well as deciding who are
    candidates for tier 2 interventions and what the
    interventions will be
  • A building problem solving team may decide who
    needs more intensive, tier 3 support, including
    special education

Think about Problem Solving in new and different
  • Old
  • Student referred by teacher/parent
  • One student at a time
  • Decisions not necessarily data-based
  • Not very prevention oriented
  • RtI
  • Teaching teams review data of all students in the
  • Students not at benchmark are targeted for Tier 2
    support in addition to strong core instruction
  • Focus is on success - keeping students from
    needing special education

A Quick Review
  • RtI is a process of 3 things EBP, progress
    monitoring, problem solving
  • The instructional practices comprise a 3 tiered
    model of support with a strong core for all
    students, targeted supports for some, and
    intensive supports for a few.
  • We use universal screening and progress
    monitoring to help us determine flexible
    groupings and determine whether students are
    progressing or not.

Commitments for School Participation
  • Internal coach appointed part time to work with
    MN RtI Center and Site leadership team
  • SiteTeam for RtI implementation to include
    administrator, coach, and both general and
    special ed. staff
  • 80 staff agreement and principal support
  • Completion of an RtI Readiness checklist- can be
    done by the team
  • Embed RtI process in the schools ongoing
    improvement process/plan
  • Agree to work with MN Rti Center through 2008-09
    school year