The document discusses the transition of North Carolina's RtI model from four tiers to three tiers. It provides the history and objectives of RtI in NC. The key aspects are: - NC defines RtI as a multi-tiered framework to promote school improvement through engaging instruction and a problem-solving model based on data. - The three-tier model places more focus on the core for all students, increases emphasis on general education, and integrates with PBIS. - Tier I is differentiated core instruction for all students. Tier II provides supplemental support for about 20% of students. Tier III offers intensive support for around 5% of students needing additional help.

1. Responsiveness to Instruction (RtI)
What’s New in North Carolina?

2. Objectives
• Become familiar with the current work of NCDPI
regarding Responsiveness to Instruction (RtI)
• Know the key differences between the four and
three tier RtI model
• Understand the critical components of RtI as a
framework for school improvement

3. History of RtI in NC
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4. North Carolina
Problem-Solving Model
• 2000 Study began
• 2004 Five pilot sites
• 2006 State wide training
• 2008 Regional training & trainers
• 2010 General education partnership
• 2011 Implementation Science
• 2012 Transition to RtI three tier model

5. NC DPI Definition of RtI
NC Responsiveness to Instruction (NCRtI) is
a multi-tiered framework which promotes
school improvement through engaging, high
quality instruction. NCRtI employs a team
approach to guide educational practices, using
a problem-solving model based on data, to
address student needs and maximize growth
for all.
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6. Critical Components of RtI
• Leadership and Shared Responsibility
• Curriculum and Instruction
• Assessment
• Problem-Solving/Data-Based Decision Making
• Family and Community Partnerships
• Sustainability and Integration
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7. Transitioning from Four to Three Tier
Model

8. Adjusting Mindsets
Process for some
students
Framework for total
school improvement

9. Why Shift?
• Place focus on problem-solving core for total school
improvement
• Increase focus on general education
• Movement away from viewing RtI as a process to a
framework for all students
• Integrate with Positive Behavior Intervention and
Support (PBIS)

10. g in
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Special
Education
Title I
Slide created by Dale Cusumano, Ph.D.
AIG
ESL
10

11. Special
Education
Title I
Slide adapted from Dale Cusumano, Ph.D.
Educating
Collaboratively
AIG
ESL
11

12. Defining, Analyzing and Monitoring
Tiers I, II and III

13. Layering of Support
Intensive Support
Supplemental Support
Differentiated Core
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14. Foundational Core: Tier I
Who: All students are in Tier I (Core)
What: Evidence-based programs and practices
demonstrated to produce good outcomes for the majority
of students
Effectiveness: If at least 80% of all students in all
subgroups are meeting benchmarks in Core (with no
additional support)
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15. Tier I – Three Tier
Focus on Core
• Includes all students
• Focus on all students across a grade and
response to core
• Document on one grade level problem-solving
form
• Monitor response (of all students) to instructional
changes

16. Tier I –
Focus on Core
• Enhanced core
• Increased academic engaged time
• Less paperwork
• Less progress monitoring

17. Analyzing Core

18. Analyzing Core
• Are at least 80% of your students proficient in
each subgroup with foundational core alone?
• What is working? Why? How do you know?
• What’s not working? Why? How do you know?
• Do teachers have needed skills & content
knowledge?

19. Supplemental Instruction: Tier II
Who: Students needing supplemental support in addition
to Core instruction
(approx. 20% of students)
What: Evidence-based programs and practices
demonstrated to improving performance in Core
Effectiveness: If at least 70-80% of students improve
performance (towards Core standards)
Slide adapted from G. Batsche

20. Tier II –
Supplemental + Core
• Instruction is connected to core content
• Supplemental instruction does not supplant core
• Documentation is on same form for individual
student
• Analysis of effectiveness of Tier II instruction for all
students (towards Core Standards)

21. Intensive Instruction: Tier III
Who: Students needing intensive support in addition to
supplemental and Core instruction
(approx. 5% of students)
What: Evidence-based programs and practices
demonstrated to improving performance
Effectiveness: If there is progress towards performance
(in Core standards)
Slide adapted from G. Batsche
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22. Tier III – Intensive + Supplemental
+ Core
• Instruction is most intensive in the building
• Increase intensity and frequency (time, duration, or
digging deeper in specific skill)
• Documentation is on same form for individual
student
• Analysis of effectiveness of Tier III instruction for all
students (towards Core Standards)

23. NCDPI Responsiveness to Instruction
http://www.ncpublicschools.org/curriculum/responsiveness/

24. Contact Information
• Amy Jablonski
amy.jablonski@dpi.nc.gov

25. Questions