Response to Intervention (RTI)

University of Rhode IslandEDC 452

A process of: Providing high-quality instruction and intervention matched to student needs

and Using learning rate over time and level of performance to inform educational decisions

What is RTI?

2 goals: 1. Prevent academic problems

◦ Attend to skill gaps early◦ Provide interventions/instruction early◦ Close skill gaps to prevent failure

2. Identify students with LD◦ Pattern of inadequate response to interventions

may result in referral to special education◦ Student intervention response data are

considered for SLD eligibility

What is RTI?

1. 2 or more tiers of increasingly intense interventions.

2. Use a problem solving model or standardized treatment protocol for intervention tiers.

3. Implementation of a differentiated curriculum with different instructional methods.

What is RTI?

4. Varied duration, frequency, and time of interventions, and

5. Explicit decision rules for judging learners’ progress.

What is RTI?

Allows (in RI it requires) schools to intervene early to meet the needs of struggling learners.

Documents and analyzes specific instructional strategies found to benefit a particular student. This information is helpful to both teachers and parents.

Advantages

“Test score discrepancy model”

1. A student with significant academic delays is administered a battery of tests (including an IQ test and academic achievement test).

Traditional Model

“Test score discrepancy model”

2. If the student is found to have a substantial gap between a higher IQ score and lower achievement scores, a formula is used to determine if that gap is statistically significant and ‘severe’.

Traditional Model

“Test score discrepancy model”

3. If the student has a ‘severe discrepancy’ [gap] between IQ and achievement, he or she is diagnosed with a Learning Disability.

Traditional Model

This method is based on a ‘deficit model’

“Traditionally, disability is viewed as a deficit that resides within the individual, the severity of which might be influenced, but not created, by contextual variables.” (Vaughn & Fuchs, 2003)

Deficit Model

Requires chronic school failure BEFORE remedial/special education supports can be given.

Fails to consider that outside factors such as poor or inconsistent instruction may contribute to a child's learning delay.

A ‘severe discrepancy’ between test scores provides no useful information about WHY the student is doing poorly academically.

Deficit Model - Limitations

Different states (and even school districts within the same state) have often used different formulas to diagnose LD, resulting in a lack of uniformity in identifying children for special education support.

Deficit Model - Limitations

Created guidelines that schools (states) must follow when identifying children for special education services

The new USDOE regulations:◦ Explicitly ALLOW states to use RTI to identify LD◦ FORBID states from forcing schools to use a

‘discrepancy model’ to identify LD

Individuals With Disabilities Education Improvement Act (IDEIA) [2004 revision]

1. Students receive high quality, research-based instruction by qualified staff in their general education setting.

2. General education instructors and staff assume an active role in students’ assessment in that curriculum.

3. School staff conduct universal screening of (a) academics and (b) behavior.

Basic Features

4. School staff implement specific, research-based interventions to address the student’s difficulties.

5. Continuous progress monitoring of student performance occurs (weekly or biweekly).

6. School staff use progress-monitoring data and decision rules to determine interventions’ effectiveness and needed modifications.

7. Systematic assessment of the fidelity or integrity with which instruction and interventions are implemented.

Basic Features

Intervention Levels: Two or more tiers Tiers include increasing levels of intensity of

interventions◦ Primary Instruction -- differentiated curriculum

and instruction for all students ◦ Secondary Interventions -- Targeted interventions

for students at-risk◦ Tertiary Interventions -- Strategic/Intense

interventions for students with intensive needs

Basic Features

17

Primary Instruction (~80%)School-/Classroom-wide Systems for All Students,

Staff and Settings

Secondary Intervention (~15%)Specialized Group

Systems for Students with At Risk Performance

Tertiary Intervention (~5%)Specialized Individualized

Systems for Students with Intensive Needs

~80% of Students

~15%

~5%

Continuum of School-Wide Instruction

Adapted from”What is School-Wide PBS?”

Content for this presentation adapted from:

1. www.jimwrightonline.com/ppt/rti_intro_wright.ppt

2. www.ideapartnership.org/media/documents/RTI-Collection/advanced/rti-advanced-ppt.ppt