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RTI ~ Response-to-Intervention

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Rounded Rectangle: Response-to-Intervention is a process which includes the provision of systematic, research-based instruction and interventions to struggling learners. It assumes that the instruction/interventions are matched to student needs and that the monitoring process is continuous. Furthermore, RtI is designed as an early intervention to prevent long-term academic failure. RtI is considered a general education service, but can also be implemented in special education settings.

Rounded Rectangle: The following is a listing of the key features of an RtI process. RtI is primarily a general education initiative designed to address the needs of struggling learners early in their educational experience. RtI is based on a problem-solving model that uses data to inform decision-making. RtI interventions are systematically applied and derived from research-based practices. RtI is highly dependent on progress monitoring and data collection. RtI intervention plans are designed, implemented, and monitored by a multi-disciplinary team of professionals (BEST Team)

Rounded Rectangle: Tier 1– This Tier represents the core or universal instructional program. If this instruction is adequately differentiated, 80-90% of the students will respond and achieve established benchmarks. Universal screening assessments will occur three times a year. Tier 2- (Readers’ Workshop) If students do not make adequate progress in Tier 1, more intensive services and targeted interventions, usually in small group settings, are provided in addition to the instruction in the general curriculum. For these students, progress is monitored more closely. (While Tier 2 students are receiving services, students who are making adequate progress, within the core reading program, are provided with differentiated instruction in smaller group settings.) Tier 3– (Title I Services & SPIRE) For students who do not adequately respond to the interventions in Tier 2 more specific instruction is provided through targeted interventions and specialized reading programs. Tier 3 services are in addition to Tier 1 and Tier 2 services. Tier 3 students may or may not have an IEP.

Rounded Rectangle: NCLB The components of RtI underscored in the No Child Left Behind Act (NCLB) focus on accountability for results and include: High Quality Instruction The underlying assumption is that all students are receiving at least 90 minutes per day of reading instruction, provided by a highly qualified teacher, and that the instruction is differentiated within the classroom to meet a broad range of student needs. Research-Based Instruction The reading instruction reflects the accumulation of research on how children learn to read and how teachers assist struggling readers. StoryTown provides the instructional framework to address the RtI 3 Tier model. Universal Screening (AIMSweb) The Alton School District has selected AIMSweb as the curriculum based measurement (CBM) probe which is used to identify levels of reading proficiency. The results allow for review of both group and individual performance on reading skills. These snapshots of students progress will occur three times a year. Progress Monitoring Monitoring of student progress is frequent, and fine-tuning of instruction is based on student response to the intervention. Data that indicates substantial lack of progress after implementation of intervention signals the need for additional intensive instruction in more substantial blocks of time, using interventions that match the specific skill deficit. Progress monitoring may include, but is not limited to, AIMSweb probes Running Records Fluency Builder Cards STARS Test SSR Conference Log StoryTown assessments Tier 3 Intervention assessments

Rounded Rectangle: In 2000, the National Reading Panel issued a report identifying five key skills central to reading achievement. Phonemic Awareness The ability to notice, think about, and work with individual sounds in spoken words. Phonics An understanding of the relationship between letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. Fluency The ability to read text accurately and quickly with proper expression. Vocabulary The words we must know to communicate effectively. Text Comprehension Understanding the meaning of what is read. Comprehension is the reason for reading. RtI requires that teachers more fully understand the teaching and learning process.

Rounded Rectangle: Question #1– Does the district or each individual school have to write an RtI plan? Answer– The district will write the general plan which ties into the District’s Improvement Plan (DIP). All schools will be responsible for implementing the adopted model. Question #2– What academic areas will be addressed in the RtI plan? Answer– Currently reading is the only academic area that will be addressed in the District’s RtI plan. In the future math will also be incorporated into the District’s RtI plan. Question #3– What is the difference between RtI and REI? Answer– RtI stands for Response to Intervention and is a general education initiative which includes a 3 Tier intervention model utilizing general education staff, Title I staff, and co-teaching staff. REI stands for Regular Education Initiative, which is the collaborative Co-teaching service delivery structure in which two teachers with different knowledge, skills and talents have joint responsibilities for designing, delivering, monitoring and evaluating instruction for all learners (including students who have IEPs) in a general education classroom. Question #4– Would it be more beneficial for students to receive SPIRE instruction during Tier 3 services instead of StoryTown? Answer– SPIRE is the most intensive intervention that the Alton School District currently has. Students should receive alternative intervention prior to placement in a SPIRE group. Placement should be dependent upon a student’s individual learning deficiencies. Materials from the StoryTown Intervention Station should be tried first and monitored to see the student’s response to the current intervention before being placed in a more intensive intervention. Question #5– What are students who are successful in the core reading program doing during Readers’ Workshop? Answer– Students who are making adequate progress, within the universal program, are provided with differentiated instruction which could include various activities such as; book clubs, web studies, higher leveled readers, StoryTown leveled reader program, StoryTown Challenge Resource kit or any supplemental reading activities that challenge your students. Question #6– What is the difference between RtI and StoryTown? Answer– Federal law mandates that all Title I schools select a universal research-based reading program. StoryTown is the research based K-5 reading program that was selected by the Alton School District teaching staff. This program reflects the accumulation of research on how children learn to read and how teachers assist struggling readers. RtI is the process which includes systematic, research-based instruction. Question #7- What is the purpose or goal of RtI? Answer– The purpose or goal of RtI is to: Increase the success rate of students receiving instruction in the general education setting. Provide research-based instruction as an early intervention to students. Provide critical data needed to design, implement and monitor instructional interventions. Reduce the time that additional supports are delivered to students. Reduce the number of referrals to special education. Question #8– I am currently taking a class and we are discussing RtI. In the original model the 3rd tier was supposed to involve Special Education. Why are we not doing that? Answer– Students who have reached Tier 3 interventions should have a BEST folder and should be receiving intensive intervention services. These services should be provided in very small group setting and could be provided by a special education teacher. The student’s progress should be monitored frequently and additional testing may be warranted if the student is not responding to the intervention.

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