Response to Intervention

1. Response to Intervention General Overview and Implications William D. Tilly III, Ph.D. Sharon Kurns, M.A. Heartland AEA 11 Johnston, Iowa

2. Objectives • Overview of RtI • Define RtI • Where did it come from and why we need it • Core principles • Critical components of RtI

3. Definition • RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.

4. RTI Models - Where Did They Come From? • History of teaching to the middle • Some succeeded, some didn’t • Most solutions moved problems, didn’t solve them • NCLB requires many, many additional students to become proficient in Reading and Mathematics

5. RTI Models - Where Did They Come From? • Bergan Consultation Model • Deno’s Problem Solving Model • Vaughn’s Three Tier Model

6. Common Elements • Systemic process and framework • Implementation of scientifically based interventions • Frequent data collection • Instructional decision making based on student performance

7. RtI Core Principles and Practices • Believe that we can effectively teach all children • Intervene early • Use a multi-tier model of service delivery • Use a problem-solving method • Use research-based, scientifically validated interventions/instruction • Monitor student progress to inform instruction • Use data to make decisions • Use assessments for three different purposes • Address the needs of struggling and advanced learners

8. Essential Components of RtI Implementation • Multi-tier model • Problem solving method • An integrated data collection/assessment system

9. Essential Component 1: Multi-tier Model Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

10. What is the problem? Why is it happening? Did it work? What should be done about it? Essential Component 2: Problem-Solving Method

11. Essential Component 3: Integrated Assessment Systems • Directly assess specific skills, knowledge, and understanding • Assess “marker variables” • Sensitive to small amounts of growth • Brief • Repeatable • Easy to use • Direct relationship to instructional decision making

12. RtI and Mathematics • Early implementation tends to focus more on reading • Core principles apply • Challenges in mathematics exist • Lack of formative assessments • Feasibility of conducting diagnostic assessments on large groups of students • Challenges in creating flexible structures to provide instruction • Professional learning about effective instructional practices

13. “NCTM firmly believes that all children can learn. At the same time, the Council understands that not all students learn at the same rate or in the same way. In the gradual journey toward mathematical understanding, students may experience difficulties that require intervention. Moreover, some talented students may need opportunities to be accelerated beyond the curriculum that other students follow. “

14. Fundamentally • Doing this will take patience • Doing this will take perseverance • In doing this, we’ll make mistakes. And fix them. • Doing this will take courage. • Doing this will take trust. • Most importantly, doing this will require leadership

15. A leader is a person you would follow to a place you would not go yourself. Joel Barker, Future Edge, 1992