Response to Intervention

Background

• Individuals with Disabilities Education Act of 2004

• Changes to align with No Child Left Behind (NCLB)

• Allows districts option of RTI or Patterns of Strength and Weaknesses model

Response to Intervention

Response to Intervention (RTI) is a way of organizing instruction and assessment that has two purposes:

1. To identify students needing help in reading and

prevent the development of serious learning

problems; and

2. To identify students who, even when they get

extra help, make very limited progress.

Response to Intervention

• Focus on core curriculum• Universal screening for early identification and

intervention• Researched based interventions• Effective progress monitoring used to guide decision

making

Response to Intervention

• Allows districts to take a more dynamic look at the student in determining whether they have a learning disability.

• Rather than waiting until failure escalates over an extended period of time, and

• The student eventually demonstrates a severe discrepancy between ability and achievement.

Interventions

• Universal level: Research based interventions used with

all students at a particular grade level

(core program.)• Targeted level: Research based (supplemental) interven-

tions used with students whose progress

places them at some risk for not meeting

instructional goals.• Intensive level: Research based interventions used with

students whose progress places them at

high risk for not meeting instructional goals.

Progress Monitoring

• Allows comparison of your child’s progress to the performance of peers

• Is appropriate to your child’s age and grade placement

• Is appropriate to the content monitored, and• Allows for interpretation of the effectiveness of

the intervention

Tier One Instruction

Designed to provide for the majority of students’ needs and serve all students:• Research-based core instructional programs provided by

general education teacher• Progress monitoring of students • Analysis of progress monitoring results to determine

which students are at risk and require more intense instructional support.

Tier Two Intervention

• For students for whom Tier One instruction is insufficient • Students who are falling behind on benchmark skills • Require additional instruction to achieve grade-level

expectations.• Progress is monitored often to determine whether they

are responding to the intervention.

Tier Three Intervention

• Intensive• Strategic• Supplemental• Often considerably longer in duration than Tier 2• Provide sustained, intensive support in the specified area

of need.• Instruction is individualized or delivered in small groups.• Progress monitoring is continued.

Team Data Decisions

• Students needing supplemental instruction, progress monitoring data is collected.

• If data show that, despite intervention(s), a student continues to be at high risk for not meeting instructional goals, individualized instruction is made available to the student.

Corvallis School District

• Uses scientific, research-based core reading programs.• Offers a range of scientific, research-based interventions

through general education.• Monitors reading progress of all K-5 students three times

a year. • Allows teams to use problem-solving.• Use assessment and progress data to make decisions.

RTI will help us to:

• Know immediately, “Is what we are doing working?”

• Know which students need more/different• Know what each student needs• Provide structures to deliver what students need• Reduce rates of identification of student learning

disabilities• Prevent reading problems before they occur• Raise student achievement

Referral to Services

Referral

• Parent Notice• Meeting Notice

Evaluation Planning

• School Team and parent review information • Notice of evaluation procedures• Informed written consent• Completed within 60 school days

Eligibility Determination

• School team and parent review assessment data• Written statement of eligibility prepared• Determination of adverse impact and need for special

education services• Signature of agreement or disagreement• Copies provided to parent• If eligible, consent for initial provision

Individual Education Plan

• Developed by school team and parent• Student is invited when postsecondary goals are

considered, at a minimum

Placement

• Least Restrictive Environment• General education setting, special education setting,

separate class options• Determined by school team and parent

Reviews

• Annual Review• Three year reevaluation

Questions