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Maximizing Student Achievement with Response to Intervention

Explore the basic principles of Response to Intervention (RTI) emphasizing assessment to reduce behavior problems, identify at-risk students, and tailor interventions based on responsiveness, aiding in identifying learning disabilities.

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Maximizing Student Achievement with Response to Intervention

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  1. Response to Intervention SPED 461

  2. Basic Principles of RTI • Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems.  With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. National Center on Response to Intervention, http://www.rti4success.org/

  3. RTI Framework http://www.pbis.org/school/rti.aspx

  4. Components of RTI Brown, J., Skow, K., & the IRIS Center. RTI: Data-based decision making. Retrieved from http://iris.peabody.vanderbilt.edu/case_studies/ICS-012.pdf

  5. Components of RTI in CPS • Research- and standards-based curricula • High quality and differentiated core instruction • Universal Screening to identify students who are at risk and / or not making academic progress • Evidence-based academic and behavioral interventions that are provided at different levels of intensity based on student need • Progress monitoring is used to understand student performance and adjust instruction • Assessments are given at regular intervals and information guides decision-making • Information on student performance is provided to parents • A data-driven process to identify students who are suspected of having a learning disability and may require special education services http://www.chicagoteachingandlearning.org/tl-cross-content/online-resources-a-community-partners/cps-rti-framework.html

  6. Benefits of RTI • It provides early instructional intervention to those who need it. • It requires that teachers rely on assessment data to support their instructional decisions. • It reduces inappropriate special education referrals and placements. • It accommodates multiple levels of intervention. • It increases the use of research-validated instructional practices in the general education classroom. Brown, J., Skow, K., & the IRIS Center. RTI: Data-based decision making. Retrieved from http://iris.peabody.vanderbilt.edu/case_studies/ICS-012.pdf

  7. Universal screening • Used to identify students who may be struggling • Administered at the beginning of the year (and can be repeated in the middle and end of the year) • Can use CBM probes, standardized assessments, criterion-referenced assessments, norm-referenced assessments or standardized achievement tests from the previous year • Should be culturally valid for all students • Identify struggling students through benchmarks or standard scores/percentile ranks. Class is rank ordered and lowest students are chosen for intervention. http://iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

  8. Tier 1 • High quality instruction delivered to all students with frequent progress monitoring for struggling students (or all students) using CBMs. • When used for the whole class, CBM data is used to inform instruction. When used for struggling students, CBM data is used for RTI decisions. • For struggling students, progress monitoring should occur every week for 6-10 weeks. • Student progress is evaluated through performance level or rate of growth. • Students who don’t respond to Tier 1 instruction move on to Tier 2. http://iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

  9. Tier 2 • Involves more intensive targeted instruction and frequent monitoring. • Interventions usually provided by someone with expertise in the area of concern (e.g. a reading specialist) • Interventions provided for at least 10 weeks. • The same procedure for progress monitoring used in Tier 1 is used. • Student progress can be evaluated by performance level, rate of growth or a combination of the two (preferred.) http://iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

  10. Tier 3 • Involves individualized instruction and frequent monitoring. • Interventions may be implemented in general or special education. (depends on the school/districts plan) • If Tier 3 is in general education—the student receives additional instruction in a setting with a low teacher/student ration (1:1 -1:3). If student continues to struggle then they can be referred for special education. • If Tier 3 is in special education—the student may meet the criteria for LD (after additional evaluation) and receive Tier 3 instruction as part of an IEP. • Progress monitoring continues to occur. http://iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

  11. Resources • National Center on Response to Intervention has an amazing library with info on RTI: http://www.rti4success.org/ • IRIS Center has modules covering RTI along with many other special education-related topics: http://iris.peabody.vanderbilt.edu/resources.html • Info on Positive Behavior Intervention and Supports: http://www.pbis.org/default.aspx

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