Response to intervention presentation 9 9-14 [autosaved]
1. Response to Intervention
• Rhode Island Technical Assistance Project (RITAP)
• Rhode Island Department of Education (RIDE)
• Presentation given to Paul Cuffee School, 9/9/14
2. Defining RTI
• RTI is a process of determining appropriate support
and interventions to supplement the core curriculum
to meet the needs of all learners. This framework for
instruction bases decisions on benchmark and progress
monitoring data to improve achievement. Research on
RTI has its roots in Deno's data-based program
modification model (1985) and Bergan's behavioral
consultation model (1977). The RTI approach is
included in NCLB and IDEA and is part of Rhode Island
Personal Literacy Plan guidance (2005) and Learning
Disability Guidance (2005). Hauerwas (2006) in her
work with the Rhode Island schools identified five
components of a Response to Intervention approach
3. Five Components
• A Problem-solving Philosophy
(Collaborative Inquiry)
• A Shared Responsibility
(Expanding Circle of Support)
• An Intervention System
(Tiered Instruction)
• A Way to Monitor Progress
(Curriculum-based Measurements; CBM)
• In Some Cases Part of the Special Education Process
(Rhode Island Special Education Eligibility Law)
4. A Problem Solving Philosophy:
Collaborative Inquiry
• What is the discrepancy between what is expected and
what is occurring? (What does data show us)?
• Why is the problem occurring? (What does data show
us)?
• What is the goal? What is the implementation plan?
How will we monitor progress? (What does research
tell us)?
• How will we insure implementation fidelity? (What
does data show us)?
• Did the student respond to the intervention? If yes:
celebrate; if no: revise? Modify? Intensify? Expand
supports?
6. An Intervention System:
Tiered Instruction
• Enhancements of the general education
curriculum
• based on student's performance on a variety of
assessment measures
• targeted to a particular skill or set of skills to
improve student outcomes
• short-term, explicit instruction
• monitored frequently to document progress
• revised as necessary based on student
performance
8. Some Resources
• Assisting Students Struggling with
Mathematics K-8
http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx
?sid=2
• Intervention Central
http://www.interventioncentral.org/
• Math Recovery/ Math Add+Vantage
http://www.solonschools.org/mr/
9. A Way to Monitor Progress:
Curriculum-Based Measurements (CBMs)
• accelerated learning because students are receiving
more appropriate instruction;
• more informed instructional decisions;
• documentation of student progress for accountability
purposes;
• more efficient communication with families and other
professionals about students' progress;
• higher expectations for students by teachers; and
• fewer Special Education referrals. (Hasbrouck,
Woldbeck, Ihnot and Parker,
1999; http://www.studentprogress.org)
15. References
Rhode Island Criteria and Guidance for the Identification
of Specific Learning Disabilities
http://www.ride.ri.gov/Portals/0/Uploads/Documents/Students-and-Families-Great-Schools/Special-Education/Special-Education-
Resources/SLD-Guidance.pdf
Rhode Island Technical Assistance Project
http://www.ritap.org/rti/about/overview.php
16. EQ: To what extent does PCS use the RTI Framework?
