RTI2

**RTI ****, stands for ****Response to Intervention, ****which is a research-based, data driven approach to early identification and intervention for students with learning needs. Responses to intervention (RtI) strategies are tools that help educators target instructional interventions to meet the specific learning needs of individual students. RTI facilitates the improvement of educational outcomes for all students by providing tiered interventions with increased levels of intensity. ** **Guidelines contained in NCLB (No Child Left Behind) and IDEA (Individuals with Disabilities Act 2004) paved the way for RTI to become a national initiative. Research supports RTI as a proven method that assists in accurately distinguishing between children who truly have learning disabilities and those whose learning difficulties can be resolved with research-based, general education interventions. The President’s Commission on Excellence in Special Education recommends RTI as a best practice. (Click on image below to review policy guidelines) **  **The RTI process provides high quality instruction and intervention strategies matched to the needs of students. Struggling learners are supported with interventions that systematically intensify to accelerate learning. General education teachers, academic coaches or learning specialists may provide intervention strategies. Learning may also be supplemented by specialized computer applications that help "fill in" the learning gaps. Student progress needs to be closely monitored and evaluated throughout the process to determine appropriate learning paths. The duration of an intervention and its intensity are determined by a student's response to a particular intervention strategy.** 
 * What is RTI? **

**RTI core principles: **  **The RTI process: ** 1. High-Quality Instruction/Intervention 2. Learning Rate and Level of Performance 3. Important Educational Decisions  **The //Three Tier Instructional Model// is designed to meet the needs of every student and consists of three levels of instruction. This multi-tier approach most efficiently facilitates differentiated instruction for all students. The model integrates increasing intensities of instruction matched to the needs of each student. **  **Tier 1: Universal Interventions ** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students who need //SOME// help reside in Tier 1. In this tier classroom Interventions are implemented; the classroom teacher identifies struggling students and collects data which is then used to modify teaching strategies. Interventions represent core instruction and universal access to core materials. Seventy-five to eighty percent of students should fall into this category. Tier I interventions include differentiated instructional strategies and support. Regular classroom assessments alert the teacher to deficiencies in student learning. Students who display poor response to group instruction in Tier 1 should be moved into Tier 2, strategic instruction. ** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students who need MORE targeted help reside in Tier 2. This tier typically includes 10-15 percent of students who need “an extra dose” of good instruction to learn successfully. Tier 2 intervention strategies are in addition to the Tier 1 core instruction. Targeted, strategic interventions are designed to be fast-paced and highly effective. Students who fail to respond to strategies in Tier 2 should be moved into Tier 3, intensive instruction. ** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students who need INDIVIDUALIZED, INTENSIVE help reside in Tier 3. This tier represents about five percent of the student population. These students continue to experience learning difficulties even after receiving strategic, targeted group interventions in Tiers 1 and 2. In Tier 3 students receive intensive, individualized interventions composed of high-intensity procedures. [|(Example of RtI form)] ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The belief that we can effectively teach all children **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The knowledge that we must intervene early using a multi-tiered instructional delivery approach that supports all students **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The use of research-based interventions and instructional strategies is essential **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The process of continual monitoring of student progress to inform our instruction **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The information necessary to make informed, data-driven decisions **
 * 1) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The screening of all students **
 * 2) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Identification of students that may be at-risk **
 * 3) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Determination of deficit skills and problem area **
 * 4) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Selection and implementation of intervention strategies **
 * 5) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Progress monitoring to evaluate the student’s response to intervention **
 * <span style="font-family: "Times New Roman","serif"; font-size: 18pt;">The Three Key Components of RTI are: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 18pt;">RTI multi-tiered approach **
 * <span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Tier 2: Targeted, Strategic Interventions **
 * <span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Tier 3: Intensive, Comprehensive Interventions **



**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Response to Intervention Flowchart Model (click on graphic below for interactive model) ** <span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">RTi in a nutshell ** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Response to Intervention refers to a process that highlights how well students respond to changes in their instruction. Using the multi-tiered RTI approach helps eliminate achievement gaps. The RTI process utilizes all resources within a school district to create an integrated system of instruction developed from a collection of student data. Leadership is critical to the implementation of RTI. Administrators, leadership teams and teachers have vital roles in the planning, implementation, and success of RTI implementation. Schools implementing Response to Intervention are better equipped to provide parents with information about student progress, instruction and the academic and behavioral goals for their child. An education system implementing RTI promotes collaboration and shared responsibility for the learning of all students. Response to Intervention is recognized as an effective instructional practice to support the learning needs of all students. ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Article by Kim Imrie SDSU COMET Master's Program

**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">References: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Idea 2004 and NCLB: > [] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Response to Intervention: California Department of Education Resources: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Graphics: <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Use this page to find RTI resources.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Burmaster, Elizabeth. (2003) IDEA and NCLB, The Connection. Wisconcin Department of Public Instruction, Collaborative Council.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Gill, Deeds., Gaviola, Jennifer., Building Capasity for RtI: Practical Strategies for Sustained Outcomes: The ACSA-CASP Project.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Jones, Fiona (2006). International Reading Association:Response to Intervention in the Individuals with Disabilities Education Act (IDEA) 2004. []
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Michigan Department of Education. (March 2006) Focus on Results: Idea 2004 and the Continuous Improvement and Monitoring System (CIMS).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Gill, Deeds., Gaviola, Jennifer., Contreras, Carin., Christo, Cathi., Building Capacity for RtI: Practical Strategies for Sustained Outcomes: The ACSA-CASP Project.
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 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Phil Martin Clipart: [] (FREE art for your classroom, newsletters, or wherever you can find a non-profit use)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">RtI Pyramid development: Madera Unified School District, Design: Kim Imrie
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Response to Intervention Flowchart Model: Design- Janie Marcoux, Jennifer Gaviola and Rachel Donetelli, Web Development- Kim Imrie
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">RtI form examples: Design- Madera Unified School District, Development: Kim Imrie

Great [|RTI Article] [|Part 100 RTI Regulations] [|RTI Technical Assistance Center] [|Implementing RTI at the High School Level] [|Information on Progress Monitoring] [|Universal Screenings for Reading] [|Glossary of Progress Monitoring Terms] [|Tools to use for Progress Monitoring in Mathematics and Reading] [|Oral Reading Fluency Passage Generator] [|Assitive Technology]
 * Web-Resources:**

Help yourself to any of these documents to help set up your classroom for small group instruction! Modify them as you see fit! <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; text-decoration: none;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> [|Teacher Norms.doc] <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; text-decoration: none;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> [|Cooperative Cups.doc]
 * Using Small Groups for Instruction:**

Looking for information on the different tiers? Open the document below for assistance. <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; text-decoration: none;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> [|RTI Tiers and Info about the Tiers.doc] Some progress monitoring sheets... <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; text-decoration: none;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> [|Progress Monitoring 1.doc] <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; text-decoration: none;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> [|Progress Monitoring 2.doc] <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; text-decoration: none;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> [|Progress Monitoring 3.doc]
 * Documents you may edit as you see fit:**