2. ORIGINS OF THE RTI
‣ Due to limited assessment and monitoring strategies for
children RTI was created.
‣ Under the IDEA act of 2004 for identifying any type of
disability or giftedness.
‣ Due to limited information, screening and monitoring
systems for children in need of differentiation and other
assistance.
‣ RTI was initially created after Reading First a program of
NCLB.
3. ORIGINS OF THE RTI
‣ Intended for primary grades (K-3)
‣ Over the last 3-5 Years RTI has
morphed into a system for all
students.
▸ More and more Secondary
Schools are using RTI for
behavior and academic
management.
▸ Under the IDEA act of 2004 15%
of Special Edition funds are being
utilized for RTI.
4. THE MODEL IS A USEFUL
APPROACH TO
PROVIDING DATA-BASED
DECISION-MAKING FOR
ANY STUDENTS WHO
MAY BE IN NEED OF
EXTRA INTERVENTIONS
FOR IMPROVING THEIR
PERFORMANCE.American Institute for Research
(2016)
5.
6. TIER ONE:
1. UNIVERSAL
INTERVENTIONS
2. CORE INSTRUCTION
3. FOCUSING ON THE
CURRICULUM
4. 80% OF STUDENTS
TIER TWO:
SECONDARY
INTERVENTIONS
FOCUSED ON
ASSESSMENTS
SUPPORTING &
ADVOCACY GROUPS
15% 0F STUDNETS
TIER THREE:
INDIVIDUAL INTERVENTION
FOCUSED ON PROBLEM SOLVING SUPPORT & CORE INS
MODIFIED SCHEDULES
DIAGNOSTIC ASSESSMENTS
HIGH INTENSITY TUTORING
5% OF STUDENTS
7. HOW PARENTS & FAMILIES ARE INVOLVED IN RESPONSE TO
INTERVENTION?
▸To effectively communicate.
▸Ensure that the child is attending School.
▸Understand the program, assessments utilized & Report Cards.
▸Encourage the child to de well in School.
▸Understand your rights under NCLB, IDEA & ESEA.
▸Collaborate with teachers regarding needs, information, schedule,
Home work assignments & other support.
▸Study with your child.
8. …
QUESTIONS PARENTS SHOULD ASK
▸What kind of intervention and monitoring program does the School
provide?
▸What are the methods of assessment in the School?
▸what are the methods of instruction for children with disabilities?
▸Will I be notified of the screening results?
▸What other programs are there for my child?
▸Where can I find more information for helping my child?
▸In what way RTI can help my child?
9. LET’S REFLECT !
“STUDENTS DO BETTER WHEN
THEIR PARENTS CARE: WHEN
PARENTS MAKE SURE THEIR
CHILDREN GET TO SCHOOL &
ARE PROGRESSING WELL &
WHEN PARENTS
COMMUNICATE THEIR
EXPECTATIONS FOR
SUCCESS.
IF PROBLEMS ARISE,
INVOLVED PARENTS HAVE
LAID A SOLID FOUNDATION
FOR DEALING WITH THEM.”
ALLIANCE FOR EXCELLENT
10. WHO IS A TYPICAL STUDENT TEAM AND WHY?
▸ADMINISTRATOR
In charge of the administration & paperwork.
Consults Teachers and Staff meetings.
Assigns staff.
▸CLASSROOM TECHER
Delivers instruction, screens, monitors and assesses the child.
Provides targeted and differentiated interventions.
Attends meetings & communicates with parents.
Keeps documentation.
▸EDUCATION SPECIALIST
Interpret student screenings.
Helps select teaching materials and methods.
Works with parents on Home/ School connections.
11. …
▸SCHOOL COUNSELOR / THERAPIST
Participate in Team meetings.
Provides training to other RTI members.
Prepares behavior interventions plans.
▸RTI COORDINATOR
Schedules meetings.
Records Data.
Keeps in touch with parents.
▸SPECIAL EDUCATION TEACHER
Develop consultations (Office meetings).
Assist the Student on additional assistance.
Provides intensive Interventions.
▸PARENTS
Provides answers to personal questions.
Assist the child at Home.
Request evaluations.
Follows progress.
12. EXAMPLES OF ACTIVITIES & EFFECTIVE INTERVENTIONS
COGNITIVE DEVELOPMENT IN READING :
IMMERSING SOCIAL & PHYSICAL STANDARDS OF
INSTRUCTION
TIER ONE : Low ImpactCollege- and Career-Ready Standard Addressed Ask and answer such questions as who, what, where, when,
why, & how to demonstrate understanding of key details in a text. (CCSS RI.2.1)
ACTIVITY: Read a story. Draw a picture of your favorite character. Answer the questions from the workbook.
EXPECTATIONS: Improve Narrative writing. Improve Handwriting skills & neatness. Develop debate & discussion. Standing up / oratory
procedures. Improve on listening, reading and pronunciation skills in English.
ASSESSMENTS / DATA COLLECTION: Practice reading comprehension, the w-5’s & reading out loud. Technology will be utilized.
RTI / DIFFERENTIATION : TRANSLATION FOR ESL STUDENTS.
TIER TWO : Small Group Instruction College- and Career-Ready Standard Addressed Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key details in a text. (CCSS RI.2.1)
ACTIVITY: Read a story that you chose form the book. Draw a picture of your favorite character. Answer the questions that are locate din
the worksheet.
EXPECTATIONS: Develop debate & discussion. Standing up / oratory procedures. Improve on listening, reading & pronunciation skills in
English. Understand the importance of literacy.
ASSESSMENTS / DATA COLLECTION: Formative assessments on reading out loud. Summative assessments on reading
comprehension. Workbook / Notebook Grade assessment.
RTI / DIFFERENTIATION : COLLABORATIVE LEARNING, TRANSLATION & PRACTICAL ASSESSMENTS.
13. …
COGNITIVE DEVELOPMENT IN READING:
IMMERSING SOCIAL & PHYSICAL STANDARDS OF INSTRUCTION (TIER THREE)
Intensive College- and Career-Ready Standard Addressed Ask & answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key details in a text.RI.3.10 Read &
comprehend informational text. RI.3.1 Ask & answer questions to demonstrate understanding, referring
to the text.
ACTIVITY: Read out loud from the Book. Practice improving your reading techniques. Draw a picture of
your favorite character. Answer the questions located in the workbook.
EXPECTATIONS: Improve Narrative writing. Improve Handwriting skills & neatness. Develop debate &
discussion. Standing up / oratory procedures. Improve on listening, reading and pronunciation skills in
English.
DIFFERENTIATION: The child will be placed next to the educator. The child will read an additional 15
minutes with the teacher. The child will understand & be motivated with a movie about the book.
ASSESSMENTS / DATA COLLECTION: Formative, Summative & Home Work activities that will
foment literacy & reading comprehension such as: DVD’s , reading out loud with a parent & additional
Home Work.
RTI / DIFFERENTIATION: Practice at Home the Story , read out loud & review the practice questions.
14. ESSENTIAL COMPONENTS OF AN RTI
‣ SOCIAL EVERY DAY CORE INSTRUCTION SUCH AS
SCHOOLING & CURRICULUM STANDARDS
DIFFERENTIATION,
CLASSROOM MANAGEMENT,
PROCEDURES &
ROUTINES.
SECONDARY INTERVENTION SUCH AS
PRE TEACHING IN SMALL GROUP INSTRUCTIONS
DEVELOPING CREATIVE ASSESSMENTS.
PLANNING, IMPLEMENTING, MANAGING & EVALUATING INDIVIDUAL
INTERVENTIONS WHILE TEACHING BEHAVIOR.
TERTIARY INTERVENTIONS / ALTERNATE ACHIEVEMENT STANDARDS
FOCUSING ON KNOWLEDGE ACQUISITION,
COLLECT AND ANALYZE ADDITIONAL DATA.
DIFFERENTIATE AND PERSONALIZE THE CHILD’S EDUCATION OR BEHAVIOR
MANAGEMENT.
INCORPORATE ASSISTIVE TECHNOLOGY.
INVITE PARENTS TO LOOK FOR PROGRAMS AND TUTORING FOR THE CHILD.
15. REFERENCES
▸American Center for Research (21016) Response to Intervention Retrieved from
http://www.rti4success.org/essential-components-rti/universal-screening
▸George Siemens (2006) Knowing Knowledge Retrieved
from www.knowingknowledge.com
▸Indiana University (2013) Equity Now! Retrieved rom
http://glec.education.iupui.edu/assets/files/Read%20up%20on%20RTI.pdf
▸National Center for Learning Disabilities (2016) A Parent’s Guide to Response to
Intervention Retrieved from
https://www.understood.org/~/media/acc8e8c166c7432582494ece864cb16c.pdf
▸National Center on Intensive Intervention (2015) Planning Standards–Aligned
Instruction Within a Multi-Tiered System of Supports Retrieved from
http://www.intensiveintervention.org/site
▸RTI Action Network (2016) Toolkit Retrieved from
http://www.rtinetwork.org/getstarted/sld-identification-toolkit
