This document discusses Response to Intervention (RTI) and its importance for classroom teachers. It begins by addressing common myths about RTI, clarifying that RTI is a collaborative process involving general and special education to help all students early on, rather than just a pre-referral for special education. The document then explains that RTI research shows that 94-98% of students can meet benchmarks with appropriate general education interventions. It emphasizes that RTI promotes special education as one part of a school's overall intervention strategy to assist students.

1. Response to Intervention
& the Classroom Teacher
Intervention ‘08

2. Agenda
• Overview of Response to Intervention
− Myths vs. Truths
− Definition
− Why should we care?
• Intervention Plan
− Recommended Plan
− Strategies
• Grade Level Intervention Folders
− Goodies!

3. RTI Myths & Truths
MYTH:
RTI is solely a general education initiative or
responsibility
TRUTH:
RTI is a useful proactive approach for all educators
and students – special education and general
education unite

4. RTI Myths & Truths
MYTH:
RTI is a pre-referral process for special education
TRUTH:
RTI is a process that acts now rather than later

5. RTI Myths & Truths
MYTH:
RTI is an intervention room
TRUTH:
Early interventions are supported and implemented
in an RTI framework

6. RTI Myths & Truths
MYTH:
RTI rests on the shoulders of the classroom teacher
TRUTH:
RTI is school-wide, systematic, and collaborative
process

7. Why Care About RTI?
#1: Schools are in the business of teaching all
students life-long skills to lead productive adult
lives.
#2: RTI research indicates that 94-98% of all students
can meet the grade level benchmarks when
provided with appropriate general education
intervention (Reid Lyon – testifying before
Congress, June 2002).

9. Why Care About RTI?
#3: RTI promotes the understanding that special
education is one part of the district’s overall
intervention strategy and provides data that assists
in Student Assistance Teams.
#4: Learning Disability identification is supported by
RTI by reducing the need for standardized
testing, more timely diagnosis of suspected
disability, and increases the understanding that
special education is an early intervention tool.