Response to Intervention:

Linking Statewide

Initiatives

Response to Intervention (RtI)

• What is it?• a philosophy

• a system

• a shared responsibility

• a way to know if what we’re doing is working

RtI: a philosophy

If a student isn’t performing as expected, we will change what WE’RE doing …

and continue problem solving until we find what works.

RtI: a system• Organizer: the Problem Solving

Approach

• Tools:

–Assessment

–Interventions

–Progress Monitoring

• Support: the Expanding Circle

RtI: a shared responsibility• This is about each and every …

–student

–class

–school

–district

• For district-wide success, it needs to be everybody’s business

RtI: a way to know if what we’re doing is working

• It’s really about a specific student’s learning – has s/he Responded to Intervention? Have we learned what it takes … yet?

• So, however you’re using “RtI” at the moment, keep the individual student’s performance in mind.

How are “RtI” philosophyHow are “RtI” philosophy

and components alreadyand components already

being implementedbeing implemented

in Rhode Island?in Rhode Island?

Personal Literacy Plan (PLP)Personal Literacy Plan (PLP)

Provides: • a problem-solving approach for improved

student reading • a framework designed to meet the needs

of an individual student, accelerating said student up to grade level

• appropriate and focused instruction for struggling readers beyond the context of classroom instruction for all students

Rhode Island Reading First ProgramRhode Island Reading First Program

Goal: to produce successful readers• requires high quality, comprehensive K-3

classroom reading instruction for all children

• implements a scientifically based reading curriculum and program

• uses strong assessment data to guide instructional decisions

• incorporates intervention and supplementary instruction based on student need

Reading First Funds SupportReading First Funds Support:

• Valid and reliable screening, diagnostic, progress monitoring, and outcome based assessments

• Scientifically-based instructional programs, materials and instruction

• Coaches, as embedded professional development

Features of Features of Scientifically Based Reading InstructionScientifically Based Reading Instruction

• Data-driven

• Explicit instructional strategies

• Systematic instruction

• Ample practice opportunities

• Aligned student materials

• 90+ minutes of uninterrupted core reading instruction

Scaffolded Framework for Scaffolded Framework for Secondary LiteracySecondary Literacy

• Framework for teaching and learning

• Vehicle for developing literacy in each content area

• Literacy is defined as:

reading

writing

speaking

listening

Scaffolded Framework for Scaffolded Framework for Secondary LiteracySecondary Literacy

Assessment – students are screened using state assessment data and/or a local screening process to identify which students are reading below grade level. Students who are identified as reading below grade level are diagnostically assessed to determine strengths and weaknesses.

Scaffolded Framework for Scaffolded Framework for Secondary LiteracySecondary Literacy

• Intervention – Diagnostic assessment results are used to make a student-by- student decision about additional reading instruction and intervention(s)

Scaffolded Framework for Scaffolded Framework for Secondary LiteracySecondary Literacy

• Progress Monitoring – a record of a student’s literacy progress is maintained.

• Determines:

◊ the success of the intervention(s) to

date

◊ the future course of action for the

student

“Principles of Learning” (IFL)

• “Organizing for effort” – expectation that all students can achieve; support provided

• “Clear expectations” – appropriate targets• “Fair and credible evaluations” – aligned to

standards, clear results of learning efforts• “Academic rigor” – expecting and

supporting high student performance• “Accountable talk” – accurate and relevant

evidence-based decisions …

Learning Beyond Grade Level

Using a problem-solving approach in an expanded circle of support

• To determine areas and levels of student performance beyond grade level

• To design experiences and activities to challenge students and keep them learning – broader, deeper, higher – as appropriate

• To measure effectiveness of these interventions on student performance and satisfaction

Special Education Decisions

Using evidence of the student’s response to interventions to help determine:

• if there is a suspicion of a disability that requires further evaluation

• if there is a disability• if the student has made progress toward

IEP short-term and long-term goals• if the student still has a disability when a

reevaluation is done