Response to Intervention - Restructuring What We Do To Improve Learning For All Students

1. Response to Intervention
(RTI)
Restructuring What We Do To
Improve Learning For All Students

2. What is Response to
Intervention?
Response to Intervention (RTI) is the practice of
providing high quality instruction and intervention
matched to student need, monitoring progress
frequently to make decisions about change in
instruction and applying student data to important
educational decisions.
RTI is primarily used in Math and Reading but can
be adapted and used in all curricular areas.

3. Goals of RTI
1) Prevention of academic problems by:
Attending to skill gaps early
Providing interventions / instruction early
Closing skill gaps to prevent failure
3) Determination of eligibility as a student with a
specific learning disability.
A pattern of inadequate response to
interventions may result in referral to special
education.
Student intervention response data may
also be used to determine special education
eligibility.

4. What is an Intervention?
An intervention is instruction that supplements
and intensifies classroom curriculum / instruction to
meet student needs.
All interventions must have:
-a plan for implementation
-a baseline data point
-a procedure to monitor progress

5. How can we restructure to
support RTI?
We can organize intervention efforts into 3 levels, or
tiers, that represent a continuum of increasing intensity
of support. Tier 1 is the lowest level of intervention
and Tier 3 is the most intensive intervention level.
5% Tier 3 (Tertiary)
15% Tier 2 (Secondary)
80% Tier 1 (Primary)

6. RTI Progression
Tier 1: Quality differentiated classroom instruction
by development level and learning style is the key
in core instruction.
This differentiated core instruction is for all
students and should be proactive and
preventative.
General classroom progress monitoring will
provide needed documentation / data for
instructional decision making.

7. What is differentiated
instruction?
Differentiated instruction is a process to approach
teaching and learning for students of differing abilities in
the same class.
Our classes contain students with a wide range of
abilities. From students with learning disabilities to TAG
students.
I believe there are 5 ability levels in a classroom.
TAG
Above average
Average
Below average
Special Education

8. Discuss what are the characteristics
of students in each of these 5 levels?

9. How do we differentiate to this
wide range of students?
Above average / TAG
Advanced curriculum
Higher level questioning
Alternate assignment / project / activity
Average
No differentiation should be needed

10. Below average / Special Education
Shortened assignment / assessment
Extended time
Reduced choices on multiple choice for
assignments / assessments
Smaller matching sections for
assignments / assessments
Notes provided
Assessments read to the student

11. Special education students should also
be getting specially designed instruction
designed by or delivered by a special
education teacher.
Students in special education should be
getting the most instructional support /time
because they are the top of the last Tier.

12. RTI Progression
Tier 2: If differentiated core instruction provided in
Tier I is not meeting the student’s needs they will
advance to Tier 2.
We must assume that the student is still
struggling due to gaps in learning from prior years
of school.
We must determine areas of deficiency and target
the interventions to these areas.
Tier 2 interventions should in addition to
classroom instruction and not in place of.
Students may be assigned to small groups
based on like areas of deficiency.

13. Interventions at the Tier 2 level should occur at
least weekly.
A baseline assessment should be provided and
data collected periodically to determine if the
student is making appropriate progress.
Monitoring student progress should occur
every 2 – 3 weeks.
If after a few months the student isn’t making
appropriate progress a referral should be made to
the campus TAT team.

14. RTI Progression
Tier 3: This tier is for the few students that didn’t
make appropriate progress in Tier 2.
Now the intervention is more intensive and
individualized.
Interventions at the Tier 3 level should be at
least every other day.
Progress monitoring data should be kept
weekly.
A learning disability should be suspected if
appropriate progress is still not being made
after 6–8 weeks of intensive intervention.

15. RTI Video
• Click to edit Master text styles
 Second level
 Third level
• Fourth level
– Fifth level

16. Why should Response to
Intervention be used?
In today’s world many of our students are not at
grade level in relationship to their learning.
This discrepancy may be due to many factors such
as behavior, poor attendance or that they have
attended a number of different schools.
It is a goal that each student achieve least a year’s
worth of learning growth each school year but for
whatever reason many students don’t achieve this goal.

17. These students have gaps in their learning and
unless these gaps are filled these students will struggle
yearly.
These students are definitely “at risk” to not graduate
because of the apathy that they may develop as a result
of not being able to keep up and reoccurring failures in
the classroom.
Response to Intervention (RTI) helps to identify these
students who are behind and gives us a plan of attack to
fill those gaps and get the huge majority of students to
grade level.
For the few students who aren’t successful RTI will
provide data to help determine if the student has a
learning disability and should be placed in Special
Education.

18. When in our busy school day
can RTI occur?
Students whose needs have not been met
with Tier 1 differentiated core instruction may
be pulled out of the morning intervention
period to work on deficiencies with a
designated teacher.
This may occur maybe twice a week and if
possible in small groups with other students
with similar deficiencies.

19. How Will Data and Progress be
Monitored?
Tier 1: Progress monitoring and / or Benchmark
testing can serve as basis to see if the student’s
needs are met or if they need Tier 2 interventions.
Tier 2: Gaps in learning can be defined by progress
monitoring in Tier 1,from a benchmark test
and/or the State Assessment.
A benchmark test may be a teacher designed
test that covers the curriculum that should be
mastered by that grade level.

20. Handout and discuss the Tier 1 and Tier 2
data forms.

24. The greatest danger for most of
us is not that our aim is too high
and we miss it, but that it is too
low and we reach it.
Michelangelo