Here are a few key points to situate RtI within the broader school improvement process: - Identify existing or past efforts and how RtI can build upon and complement those initiatives rather than be an add-on or separate initiative. Look for natural linkages and alignments. - Involve administrators, teachers, support staff, parents and students in the planning and implementation process to gain buy-in, leverage expertise, and ensure adequate resources and scheduling. - Use student performance data to identify common needs school-wide and prescribe evidence-based interventions at appropriate tiered levels for all students. - Monitor progress regularly to evaluate impact and adjust supports as needed. Support teachers with professional learning, materials and time for

1. What is Response to Intervention?
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IDEA (2004) and RTI
!! (((OPQ1'.(C';'#3&.&.7(Q1';1'#("(81&5C(1"-("(-,'8&F&8( !! To prevent reading difficulties and
5'"#.&.7(C&-"E&5&;4("-(C'F&.'C(&.(-'8;&%.(RNM/("(5%8"5(
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8%.-&C'#";&%.(Q1';1'#("(81&5C(1"-("(-':'#'( become eligible for special education
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"E&5&;4(W0*+*(XNYZ[[R/(RX[@EB@RB@B]( "! Makingeffective decisions about teaching
!! (((O?.(C';'#3&.&.7(Q1';1'#("(81&5C(1"-("(-,'8&F&8( and learning that ensures success for all
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2. !! A1#''(;&'#-(%<(&.-;#D8;&%.(
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Response to Intervention (RtI):
Georgia’s Student Achievement
Pyramid of Interventions
The RtII Framework
Tier 4
SPECIALLY-
DESIGNED
LEARNING
Targeted students
participate in :
•!GPS access/extension
•!Greater frequency of progress monitoring
•!Specialized programs,
methodology or instructional delivery
Tier 3
SST-DRIVEN LEARNING
In addition to Tier 1 and Tier 2, targeted students participate in learning
that is different by including:
•!Individualized assessments
•!Formal Progress Monitoring
•!Interventions tailored to individual needs
•!Referral for specially-designed instruction if needed
Tier 2
NEEDS-BASED LEARNING:
In addition to Tier 1, targeted students participate in learning that is different by including:
•!Specialized pyramids of intervention
•!Greater frequency of monitoring progress of learning through multiple formative
assessments and analysis of student work
Tier 1
STANDARDS-BASED CLASSROOM LEARNING:
All students participate in general education learning that includes:
•!Implementation of the Georgia Performance Standards (GPS) through research-based practices
•!Use of differentiation of instruction such as flexible grouping, varied instructional strategies
•!Monitoring progress of learning through multiple formative assessments and analysis of student work
Georgia Department of Education Kathy Cox, State Superintendent of Schools February 5, 2008 All Rights Reserved

3. International Reading Association
Tier 2
Classroom
Slow growth or No Growth Tier 1
Regular
GUIDING PRINCIPLES
Intervention 10
Provide Classroom
Differentiated Instruction
Instruction 80-90% of Students !! Instruction
(Small Group Accelerated Growth
of Individual) !! Responsive Teaching and Differentiation
5-10% of
students
Intervention: Establishing a !! Assessment
Coordinated Continuum of
Support
Slow or No Growth !! Systemic and Comprehensive
Accelerated Growth
Tier 3
Supplemental, Accelerated Growth !! Collaboration
customized, Tier 4
Referral to Special
Intervention
(Individual or Education for !! Teacher Expertise
possible LD
Samll Group)
Slow or No Growth 1.5-3% of
5-10% of
students students http://www.reading.org/Libraries/Resources/RTI_brochure_web.sflb.ashx
IRA Guidelines on RTI
Principles #5: Systemic Approaches
11 12
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systemic approach to language and literacy <43./?:K$:,//4:,<,-$;1";(7D&C'-(
assessment and instruction that supports all 8%3,#'1'.-&:'(&.-;#D8;&%.(<%#("55(-;DC'.;-*(
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4. RTI is a(an): RTI Management: Teams
!! General education-led effort implemented within the !! Review school-wide !! Group all students via
student performance data level of intervention based
general education system; coordinated with all other
!! Prescribe instructional or
on student performance
services, including special education, Title I, ELL, data
Migrant Education, etc. behavioral interventions
for students based on !! Monitor students’
!! System to provide instructional intervention intensity of identified progress toward
immediately upon student need needs established goals and
!! Process that determines if the child responds to !! Set short- and long-term
benchmarks
scientific, research-based intervention as a part of goals for the school and !! Adjust interventions
the evaluation procedures. students to progress based on student
toward established performance data
benchmark or standards
The Promise… Unsettling Facts
!! Children’s needs are addressed as soon as they are !! Of the 6 million children in special education, half
noted; of those are identified as having a "specific learning
disability," and the number has grown more than
!! Focus on prevention that can reduce unnecessary 300 percent since 1976.
student failure, labeling, segregation, and !! Roughly 6 percent of all school-age children are
remediation in special education; and being served as LD under IDEA
!! Special education placements tend to stabilize the
!! The artificial general and special education barriers reading growth of students with reading disabilities
should be eliminated rather than accelerate it. (Vaughn, 1998, Moody,
2000)
!! Students who enter special education 2+ years
below age mates can be expected to maintain
disparity or fall farther behind.
!! Effect size for LD programs is .29 (Reschly)

5. Points of Consensus
!! The current state of affairs needs addressing #!(A1'(/B<.2$?1=$ #!A1'(1?3,/.$BE$
"! Struggling readers, generally speaking, have not /.2DB124A4<434.2$%<(( 4123/,:34B1$
improved their achievement or performance very
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fail to learn to read well. $!!%C'5-(%<(>A?(
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!! Providing more effective instruction is worth doing
$!A1'(C3&.&-;#";%#@-B(
20
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6. 21
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7. !! `1";("#'(Q'(;#4&.7(;%(C%c&3,#%:'a(
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Situate RTI with the School
Improvement Process
28
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8%55"E%#";&:'(,#"8;&8'-a((

8. 29
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-;#%.7'#(#'"C&.7(%D;8%3'-(@G%#3".(';("5*/(MNNXB(
Specifically…..
!! Educators may be working from out-dated materials or
may have had limited PD to prepare them for new roles
!! Teachers may not be teaching with enough urgency
012,EC4:4.13$'F?4<?A<.$"ID./342.$$$ and/or differentiating instruction for small groups of
012,EC4:4.13$013.1243K$$ students
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0-D<.-.13?34B1$!/BA<.-2$ "! What focus and goals?
"! What materials
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"! How long?
"! How will we know?

9. Specifically….. WORKING TOWARD
SOLUTIONS
!! Special educators/para educators may not have
sufficient literacy expertise to tailor programs for
individuals
!! The assessment plan may not be coherent or may be Using the Principles
inadequate to capture varying profiles of need and the Research to
!! There may be no historical legacy of collaboration
"! Scheduling time to collaborate can be a real challenge
Improve Literacy
"! Preparing people to engage in collaborative Instruction and
consultation may be an even greater one
Achievement $
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10. Research—Teachers’ Core Instruction Research—Teacher Expertise
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Good Teaching Matters
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C':'5%,3'.;(&-(.'8'--"#4(<%#("55('CD8";%#-(
learning disabled would not have been
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identified if instruction had been
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appropriately targeted and
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responsive” (Scanlon et al. 2008, p. 1)
Q'55("-(Q&;1&.(;1'(8%.;'K;(%<(>A?*^(

11. !! J:'.(-;#%.7'-;(,#%,%.'.;-(%<(<#'UD'.;(,#%7#'--( d! A"V'(;&3'(".C(;"V'(
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1. Identify a Collaborative Leadership 2. Engage in Self-assessment
Team
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12. Consider…. Consider….
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3. Develop an Action Plan 4. Make Decisions
!! How will existing initiatives and opportunities be !! (E%D;(?.-;#D8;&%.(
incorporated into any systemic plan for action !! (E%D;(--'--3'.;(
!! Describe the approach to RTI to be used !! (E%D;(0#%<'--&%."5(2':'5%,3'.;(
!! Identify and address concerns and barriers !! (E%D;(I%%#C&.";&%./(I%1'#'.8'(".C(I%55"E%#";&%.(
!! Identify needed resources, PD, materials,
assessment tools, etc.
!! Identify what outcomes will be used to measure
effectiveness
!! Establish a timeline for implementation

13. 4. Make Decisions Taking Stock
!! What improvements can/should be made in classroom
!! Decide who will be involved in shaping
interventions and in making decisions about instruction (that would benefit all Ss)?
students’ response to instruction !! What does customization and intensification look like
for each successive tier?
!! Identify the assessment system to be used
!! Are intervention designs documented so that:
!! Determine the PD required for classroom teachers, "! It is clear what instruction the students are receiving?
literacy specialists, and special educators "! They can be used with other students who have
!! Establish benchmarks for monitoring students’ similar difficulties?
progress !! Are the interventions complementary to Tier 1
instruction?
!! Decide how data will be collected, displayed, and
discussed !! What provisions have been made to limit interventions
and keep scheduling flexible?
RTI Requires Top-down and
Bottom-Up Action
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RTI
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14. #!(J:'#4%.'(&-(Q%#V&.7( #!(A'"81'#-(E'5&':'(;1";( As Fullan (1997) has noted,
;%Q"#C("(-1"#'C(:&-&%.( "55(81&5C#'.(8".(5'"#.( “Productive educational change roams
".C(<"8D5;4(1":'( #!(2";"ZC#&:'.( somewhere between over-control and
8%33%.(7%"5-@-B( 8%33D.&8";&%.( chaos…You cannot mandate what matters,
#!(T,'.(".C(,#%CD8;&:'( #!A'"81'#-(1":'( because what really matters for complex
8%33D.&8";&%.(".C( "D;%.%34(&.(85"--#%%3( goals of change are skills, creative
8%55"E%#";&%.("3%.7( C'8&-&%.-Z3"V&.7( thinking, and committed action” (pp. 33-35)
<"8D5;4( #!>'-,%.-&:'(;%( .
#!(j'.D&.'(".C(3D;D"5( 8%33D.&;4(.''C-(
#'-,'8;("3%.7(-;"<<(
From: Mosenthal, Lipson et al. (2004) !