Response to Intervention

• Rhode Island Technical Assistance Project (RITAP)

• Rhode Island Department of Education (RIDE)

• Presentation given to Paul Cuffee School, 9/9/14

Defining RTI

• RTI is a process of determining appropriate support and interventions to supplement the core curriculum to meet the needs of all learners. This framework for instruction bases decisions on benchmark and progress monitoring data to improve achievement. Research on RTI has its roots in Deno's data-based program modification model (1985) and Bergan's behavioral consultation model (1977). The RTI approach is included in NCLB and IDEA and is part of Rhode Island Personal Literacy Plan guidance (2005) and Learning Disability Guidance (2005). Hauerwas (2006) in her work with the Rhode Island schools identified five components of a Response to Intervention approach

Five Components

• A Problem-solving Philosophy (Collaborative Inquiry)

• A Shared Responsibility(Expanding Circle of Support)

• An Intervention System(Tiered Instruction)

• A Way to Monitor Progress(Curriculum-based Measurements; CBM)

• In Some Cases Part of the Special Education Process(Rhode Island Special Education Eligibility Law)

A Problem Solving Philosophy:Collaborative Inquiry

• What is the discrepancy between what is expected and what is occurring? (What does data show us)?

• Why is the problem occurring? (What does data show us)?

• What is the goal? What is the implementation plan? How will we monitor progress? (What does research tell us)?

• How will we insure implementation fidelity? (What does data show us)?

• Did the student respond to the intervention? If yes: celebrate; if no: revise? Modify? Intensify? Expand supports?

A Shared Responsibility: Expanding Circle of Support

An Intervention System: Tiered Instruction

• Enhancements of the general education curriculum

• based on student's performance on a variety of assessment measures

• targeted to a particular skill or set of skills to improve student outcomes

• short-term, explicit instruction• monitored frequently to document progress• revised as necessary based on student

performance

Tiered Instruction

Some Resources

• Assisting Students Struggling with Mathematics K-8

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=2

• Intervention Central

http://www.interventioncentral.org/

• Math Recovery/ Math Add+Vantage

http://www.solonschools.org/mr/

A Way to Monitor Progress:Curriculum-Based Measurements (CBMs)

• accelerated learning because students are receiving more appropriate instruction;

• more informed instructional decisions;• documentation of student progress for accountability

purposes;• more efficient communication with families and other

professionals about students' progress;• higher expectations for students by teachers; and• fewer Special Education referrals. (Hasbrouck,

Woldbeck, Ihnot and Parker, 1999; http://www.studentprogress.org)

CBM

In some cases, part of the special education process

Specific Learning Disability (SLD) Eligibility

Comprehensive Assessment System

References

Rhode Island Criteria and Guidance for the Identification of Specific Learning Disabilitieshttp://www.ride.ri.gov/Portals/0/Uploads/Documents/Students-and-Families-Great-Schools/Special-Education/Special-Education-Resources/SLD-Guidance.pdf

Rhode Island Technical Assistance Project

http://www.ritap.org/rti/about/overview.php

EQ: To what extent does PCS use the RTI Framework?

What?

So What?

Now What?

What is RTI?

SYSTEMS

PRACTICES

DATA

So what does Paul Cuffee School do?SYSTEMS

PRACTICES

DATA

Now what do we need to act upon?SYSTEMS

PRACTICES

DATA