1. Response To Intervention
(RTI)
-Problem Solving Team (PST)

2. As of January 1, 2009, all school
districts will be required to have a
district RtI plan.

3. The Heart of the RtI Language
23 IAC 226.130(b):
Provided that the requirement of this subsection (b) are
met, each district shall, no later than the beginning of
the 2010-2011 school year, implement the use of a
process that determines how the child responds to
scientific, research-based interventions as part of the
evaluation procedure described in 34 CFR 300.304.
When a district implements the use of a process of this
type, the district shall not use any child’s participation in
the process as the basis for denying a parent’s request
for an evaluation.

4. Defining Response to
Intervention (RtI)

5. Response to Instruction = RtI
Approach for redesigning and
establishing teaching and learning
environments that are effective, efficient,
relevant and durable for all students,
families and educators
NOT a program, curriculum, strategy,
intervention
NOT limited to special education
NOT new

6. Other RtI Benefits
• Research supported by IDEA and NCLB
states that implementing an RtI process
through
– Scientifically based early reading programs
– Positive behavioral interventions and supports and
– Early intervening services
reduces the need to label children with learning and
behavioral needs.

7. Essential Components
Response to Intervention (RtI) consists
of Three Essential Components:
– High quality, research-based
instruction/intervention matched to student
needs
– Frequent use of data to determine learning
rate and student performance level
– Educational decisions based upon the
student’s response to instruction/intervention

8. Problem Solving/RtI
Problem Solving
Model
incorporates
3-Tier Model
with
Scientifically-Based
Data Systems
&uses Scientifically-Based
Interventions
and
Data-Based
Decision Making
for
What is RtI?

9. ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS
STUDENTS
Tier 1 Core Instructional Interventions
• All students
• Preventive, proactive
80% 80%
Tier 1 Core Instructional Interventions
• All settings, All students
• Preventive, proactive
Tier 2 Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
15%
Tier 2 Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
15%
Tier 3 Intensive, Individual Interventions
• Individual Students
• Assessment - based
• Intense, durable procedures
5%
Tier 3 Intensive, Individual Interventions
• Individual Students
• Assessment - based
• High intensity
• Of longer duration
5%

10. Defining the Tiers
 Tier 1: Core curriculum meets the needs of 80%*
or more of the students
 Tier 2: 20%* of the students may be identified as
at-risk and require supplemental
instruction/intervention in addition to the core
curriculum
 Tier 3: 5%* of those students may be identified as
needing more intensive, small group or individual
interventions to supplement the core curriculum
*Percentages will vary by district/school

11. Tier 1 Characteristics
All Students Receive:
 District curriculum that is scientifically,
research-based and aligned to Illinois
Learning Standards
 Curriculum-based measures and
assessments for screening, diagnostic and
continuous progress monitoring
 Differentiated instruction designed to meet
the broad range of their needs

12. Tier 2 Characteristics
In addition to core instruction some
students receive:
 Supplemental interventions in the small group inside
the general education classroom or outside of the
general education classroom
 Interventions targeted to remediate a specific skill
 Interventions implemented with integrity (e.g., number
of minutes/day and per week, materials used, progress
monitoring and implementer) tied to student needs

13. Tier 3 Characteristics
In addition to core instruction very
few students receive:
 Integrated instruction from all three tiers to strengthen the
accumulated impact of the interventions and instruction
 Interventions delivered to very small groups of 2-3
students or individual students
 Interventions focused on narrowly defined skill areas
identified from the results of frequent progress monitoring
 Interventions implemented with integrity (e.g., number of
minutes/day and per week, materials used, progress
monitoring and implementer) tied to student needs

14. Core Principles of RtI
Educators will:
– Intervene early
– Use a multi-tier model of instruction
– Use a problem-solving method
– Use scientific, research-based
interventions/instruction
– Monitor student progress to inform instruction
– Use assessments for screening, diagnostics and
progress monitoring
– Use data to make decisions
– Effectively teach all children

15. The Need to Being Proactive
• The liklihood of graduating HS based
upon receiving F’s in freshman year:
1 F = 60%
2 F’s = 44%
3 F’s = 31%
• Use data to be proactive and more
effective for all students

16. Unalterable vs. Alterable Factors
Unalterable Factors
* Demographics
* Family Situation
* IQ
* SES
* School History (ie. # of times moved)
Alterable Factors
* Skills in relation to peers
* Motivation
* Classroom Environment
* Instruction
* Curriculum
* Engaged Time

17. 17
High School Risk Indicators
Academic indicators
– GPA less than 2.0
– Course Failures
– Behind in Credits
Behavioral/Engagement indicators
– Attend school less than 80% of the time
– Consistently miss instruction due to behavioral issues
– Psychological or Social disengagement
• Lack of peer group
• Lack of involvement in school extracurricular activities
• Low educational expectations
• Lack of personal relationship with adults at school
Retention
– Retained 1 or more years
Mobility
– Multiple schools during educational career

18. Focus on What Matters
•Active monitoring of and focus on maximizing student engagement in
learning at school
•Positive behavior Student Engagement
•support program
•Teacher student relationships
•Peer support for learning
•Student perceptions of competence and control
•Student future aspirations and goals
•Family support for learning

19. What is Engagement?
• Engagement in schoolwork involves both behaviors (e.g., persistence, effort,
attention) and emotions (e.g., enthusiasm, interest, pride in success)
• Both academic and social aspects of school life are integral for student
success; engagement at school and with learning are essential intervention
considerations.
• Engagement is the primary theoretical model for understanding dropout and is,
quite frankly, the bottom line in interventions to promote school completion.
• Student engagement has emerged as the cornerstone of high school reform
initiatives.
Engaging Schools, 2006

20. Academic Engagement
The amount of time spent
engaged in academic work
“I can”
Behavioral Engagement
School attendance and
participation in school
“I will”
Psychological Engagement
Feelings of competence and control
investment in learning, self regulation,
goal setting and progress monitoring
“I want to”
Social Engagement
Identification and affiliation
with school, sense of
belonging, perceived
social support
“I belong”