1. What is Response to
Instruction (RTI)
CARMEN A. MUTIA
Masterand
WILFREDA FLOR PhD
Professor
2. Response to Instruction (RtI) refers to an
instructional framework that promotes a
well-integrated system connecting all
school services in providing high quality,
standards-based instruction and
intervention that is matched to students'
academic, social-emotional, and
behavioral needs. RtI combines core
instruction, assessment, and intervention
within a multi-tiered system to increase
student achievement and reduce behavior
problems.
3. The RtI process requires the involvement
of all school personnel, parents and
sometimes community service providers.
The ultimate purpose of the process is to
enhance the success of students with a
variety of academic and/or behavior
needs. The effectiveness of RtI is
maximized through a collaborative
problem-solving approach to identify
student needs and implement targeted
interventions. Data is utilized to measure
student progress as a result of the
instruction, as well as to monitor
intervention integrity.
4. What is Response toInstruction
&Intervention?
Response to Instruction (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.
5. Goals of RTI
1) Prevention of academic problems by:
Attending to skill gaps early
Providing interventions / instruction early
Closing skill gaps to prevent failure
2) 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.
6. The core principles of RtI are:
-Students receive high-quality, research-
based instruction by qualified staff in their
general education setting.
-Use of a multi-tiered model of service
delivery facilitates differentiated
instruction and early intervening services
for struggling learners.
-Movement between tiers should be guided
by a data-driven decision-making process.
-Universal screening and progress
monitoring are the basis for instructional
decisions.
7. The RtI instructional model has three tiers
that focus on academic and behavioral
strategies in the general education setting.
The expectation is that K - 12 general
education teachers teach in a way that
meets the varied needs of their students,
utilizing ongoing assessments to identify
students in need of additional instructional
support as early as possible.
8. The RtI process is carried out in each
school by a Problem Solving Team.
Each school has a team for reading,
mathematics, and behavior. The
team assists the classroom teacher
in designing and selecting strategies
for improving student academic
and/or behavioral performance.
9. 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%
80%
15%
Tier 1 (Primary)
Tier 2 (Secondary)
Tier 3 (Tertiary)
10. 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.
11. 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- Talented and Gifted Students
Above average
Average
Below-average
Special Education
12. 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
13. 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
14. 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.
15. RTI Progression
Tier 2: If differentiated core instruction provided in
will
Tier I is not meeting the student’s needs they
advance to Tier 2.
We must assume that the student is still
struggling due to gaps in learning from prior
of school.
years
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.
16. 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 team.
17. 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.
18. Why should Response to
Instruction&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.
19. 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.
(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.
20. 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.
21. 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
22. Learning Insights:
(RTI) helps to improve learning for all
students. It is a process that aligns
interventions and educational support
matched to individual needs. Designed
to aid in the identification of learning
disabilities and other learning and
behavior problems and learning
disabilities, improve instructional
quality, and provide students with
academic opportunities.
