teaching students who are exceptional, diverse,

CHAPTER 2:Response to Intervention: Developing

Success for All Learners

Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom

Sixth EditionSharon R. Vaughn

Candace S. BosJeanne S. Schumm

Developed by: Stacy P. Dean, Ph.D.

Vaughn/Bos/Schumm. Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom , 6e. © 2014, 2011, 2007, 2006, 2000 by Pearson Education, Inc. All Rights Reserved

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Role of Teachers in an RTI Model

VanDerHeyden (2009)indicates a need for school personnel to establish procedures that accomplish the following:

○ Identify students who need intervention○ Provide evidence-based interventions to improve learning○ Monitor the effects of the intervention○ Make decisions, in consultation with key professionals○ Meet regularly with interested stakeholders


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Focus Questions

1. What important issues in special education are addressed by RTI?

2. Describe an RTI model including the components and implementation practices.

3. How do screening and progress monitoring of students facilitate RTI?

4. What approaches to implementing interventions with students are typically applied in the RTI framework?

5. What is the role of the teacher in an RTI model?


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Response to Intervention (RTI)

• Recommended by IDEIA 2004 to prevent learning and behavior problems

• Current model for screening students and use the data to facilitate identifying students for special education services


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Recommended Use of RTI for Eligibility and Identification of

students with SLDDetermination of a child with a learning disability:○ The LEA is not required to consider a severe discrepancy between

achievement and intellectual ability.

○ The LEA may use a process that determines if a student responds to scientific, research-based intervention as part of evaluation

RTI may aid in identification of students with SLD by the replacement of discrepancy criteria by using student RTI data for decision-making and provide learning and instruction in the process.


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Past and Present Challenges

Previous identification procedures for SLD (Vaughn and Klinger 2007) ○ An increase of more that 200 percent in SLD○ Questionable procedures with emphasis on IQ-achievement

discrepancy and processing disorders○ Wait-to–fail model instead of prevention-early model used○ Subjectivity in student referrals by teachers and others○ Opportunities to learn not adequately considered in referral and

identification process○ Considerable variation from state to state in identification procedures

and prevalence rates○ Little information to guide instructional decision making○ Problematic assessment practices for CLD students○ Disproportionate numbers of CLD students


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Initiatives Influencing RTI


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IDEIA 2004

• Recommends using alternative approaches to identify students with SLD

• Urges early screening and intervention

• Recommends a multi-tiered intervention strategy

• Ask districts to review practices to accelerate learning

• Recommends ongoing systematic progress monitoring of students

• Requires better integration of services between general and special education


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Components of Response to Intervention

• Screening and progress monitoring• Tier 1 - Implementation of effective

classroom instructional practices• Tier 2 - Provision of secondary

intervention• Tier 3 - Provision of more intensive

individualized intervention


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Fours Key Components of RTI Models

• They implement high-quality, research-based instruction matched to the needs of students.

• They monitor students’ learning over time to determine level and rate of performance.

• They provide interventions of increasing intensity when students continue to struggle.

• They make important educational decisions based on data.


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Progress Monitoring

• Involves frequent and ongoing measurement of student knowledge and skills and examination of student data to evaluate instruction

• Used with few students or entire class• Essential to effective RTI implementation • Allows key stakeholders to determine rate

of student growth and whether further intervention is needed


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The Three Tiers of Intervention

• Tiers represent the level of intensity of instruction provided to a student or group of students

• As students move through the tiers the intensity of instruction increases

• Theoretically, In reading approximately 80 % of all learners make adequate progress in Tier 1; 15-20% may require supplemental instruction in Tier 2; and 5-6% need intensive intervention in Tier 3.


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Primary Instruction – Tier 1

• Instruction provided by general education teacher

• Instruction is evidence-based

• General education teachers screen students using easy-to-administer screening measures○ Takes less than 10 minutes per student○ Administered at beginning and middle of year

• Students with reading and math difficulty are administered progress monitoring measures

• Teachers differentiate instruction as needed for struggling students


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Secondary Intervention- Tier 2

• Secondary intervention provided for students not making adequate progress in Tier 1

• Typically provided in small groups to provide additional instruction in areas of difficulty

• Tier 2 supplements the core instruction taught in Tier 1 to reinforce concepts and skills taught in Tier 1

• Tier 2 is under the domain of general education but includes collaboration with SPED teacher

• Teacher continues to monitor students progress while they receive Tier 2 support


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Tertiary Intervention – Tier 3

• Tertiary intervention is provided to students who continue to experience difficulty and show minimum progress during Tier 2 interventions

• Tier 3 intervention is provided for longer periods of time and more frequently

• Tier 3 may or may not be special education depending on the number of Tiers used in RTI

• Tier 3 students receive explicit instruction individually or in small groups (2 to 3 students)


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Implementing InterventionsModel How ImplementedStandard treatment protocol model

•Same empirically based treatments used for all children with similar problems•Protocol does not change from child to child•Possible approaches: explicit instruction in phonics skills, fluency, etc

Problem-solving model

•Individualized or personalized approach•Problem-solving team is convened and intervention are planned specifically for target students and are provided for a period of time•Five steps to process: Define the problem, analyze the problem, develop a plan, implement the plan, and evaluate the plan

Hybrid model

•Model is the combination of the two approached above


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Decision-making Teams

• Schools may have one or more teams

• Teams should include members with relevant experience

• One member must have expertise in learning disabilities

• Another member should have expertise in targeted area of concern

• Overall purpose of team to ensure RTI model is implemented effectively in the school


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Responders and Non-responders to Intervention

Responders/high responders • Students who respond well to intervention

• Students are able to maintain grade level of near grade level performance

Non-responders• Students who make minimal or no gains after being taught with high

quality and validated interventions

• Gaps keep growing between them and their peers

• Students do not seem to progress even with research-based approaches


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RTI for Students Who Are Culturally and Linguistically Diverse (CLD)

• RTI can potentially improve outcomes for CLD students and more accurately determine the need for special education services

• RTI approaches that respond to CLD students focus on understanding external and environmental factors that impact their opportunity to learn

• Small group intensive interventions are used to target students instructional needs and monitor progress so instruction is modified to meet students needs


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Considerations for those Working with ELL Students

• ELLs benefit from knowledgeable teachers who are highly interested in ensuring students make adequate progress in reading

• ELLs are better served if teachers do not expect or accept low performance and do not view students as undeserving effective interventions

• ELLs with learning disabilities may be underidentified and undertreated because school personnel may not have the skill and knowledge to identify and treat these students

• ELLs benefit from school personnel who are focused on meeting students’ educational needs instead of focusing on external sources


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Working with Families

• IDEA requires family involvement in identifying and monitoring students with disabilities

• School using RTI models must inform and involve families in the process

• Council for Exceptional Children suggests families be notified of students’ participation in the RTI process by Tier 2. Schools should:○ Describe the RTI process○ Provide families with written intervention○ Obtain families’ consent○ Provide families with regular updates on child’s progress


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Written Intervention Plans

• Provide a description of the specific intervention

• Include length of time allowed for intervention to have a positive effect

• List number of minutes per day intervention will be implemented

• List persons responsible for providing intervention

• Identify location where intervention will be provided

• Include factors for judging how student is experiencing success

• Provide description of progress monitoring strategy or approach used

• Include progress monitoring schedule

• Share frequency parents will receive reports on child’s response to intervention


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Universal Screening, Decision Making and Progress Monitoring

• Universal Screening involves the administration of the same test to all students to determine who is at risk for academic difficulties

• Screening occur three times a year

• Screening consists of a few items and are short in duration

• Everyone is tested and the information is used to identify general performance levels and track proficiency of students

• Decisions are made based on data retrieved from the screenings

• Progress monitoring is used to assess students response to intervention

• Purpose is to monitor students progress, develop profiles of student learning, and assess effectiveness of interventions


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Special Education Teachers Role in RTI

Special education teachers play several important roles in RTI process that include:

–Collaborate with general education teachers–Help identify children with disabilities–Offer intensive interventions to Tier 3 students–Help Tier 3 students access the general education

curriculum


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Using RTI Data and Providing Interventions

• Data collected should include information about the instructional environment and with-in child factors

• RTI data may not identify learning disabilities but can serve as a core comprehensive evaluation

• Focus of data should include information about student’s strengths and needs

• Data is used from progress monitoring to guide instruction.

• Teacher will adjust pacing of lesson, provide differentiation, select appropriate materials, provide students with on-going feedback, and allow student opportunities to respond with guided feedback as ways to intervene

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