The document outlines the Response to Intervention (RTI) framework, which aims to identify students struggling academically and provide tailored interventions to prevent misdiagnosis of learning disabilities. It emphasizes a tiered approach to instruction and incorporates data-driven evaluations to determine eligibility for special education services in New York State. RTI is mandated for all school districts in NYS starting July 1, 2012, and highlights the importance of parental involvement and the need for comprehensive assessments beyond RTI data.

1. RTI: Response to Intervention
By R. Labbe

2. What is RTI?
• pre-referral process
• aims to identify early strugglers
• intervene adequately so that those who may
have gone on to later be misdiagnosed as
having a learning disability will receive
sufficient instruction to bring them up to and
maintain grade level

3. Response to Intervention
History/Research
-Individuals with Disabilities Education Act (IDEA)
reauthorized in 2004
-new element called "Response to Intervention" (RTI) was
added
-RTI can potentially provide a more accurate and earlier
identification of students as having learning disabilities
than the previous "discrepancy model" dubbed the "wait
to fail" model by some
- Concern of overrepresentation of certain populations
such as ELLs
- Concern that lack of appropriate and adequate early
instruction were neglected factors

4. The Three Tiers

5. RTI: Response to Intervention
Tier 3: Core Instruction and Customized Intervention
• Tertiary intervention intended for about 1-5% of students who are
not responding to instruction at Tiers 1 & 2
Tier 2: Core Instruction and Supplemental Intervention
• Secondary Intervention intended for 10-15% of students who are
not making adequate progress with core instruction at Tier 1
Tier 1: Core Instruction
• Core instruction or primary intervention intended for all students
in the general education classroom

6. RTI and New York State
Effective July 1, 2012, all school districts in NYS must have an RtI program in place as part of its
evaluation process to determine if a student in grades K-4 is a student with a learning disability in the
area of reading. (NYSED, 2009) (phasing out the discrepancy model)
Quality Indicators for Use of RtI Data in a Learning Disability Determination
• The determination of a student with a learning disability is based upon a comprehensive
multidisciplinary evaluation.
• Data based on the student’s response to scientific-based intervention is used as part of the
individual evaluation information to determine if a student has a learning disability.
• The CSE considers progress monitoring data that describes how a student responded to particular interventions of
increasing intensity.
• Student’s skill level and rate of learning relative to age/grade level standards or criterion-referenced benchmarks are
considered.
• Instructionally relevant evaluative data including curriculum-based measures regarding a student’s performance is
considered.
• Student information from the RtI process provides data-based documentation on whether the
student has made sufficient progress to meet age or State-approved grade-level standards in the
area of the suspected disability.
• Teacher(s) providing RtI interventions participate in the CSE meeting to determine a student’s
eligibility for special education

7. NYS: Process for Determining
Learning Disability Using RTI Data
The data collected through an RtI process may not be the sole source of information to make an
LD determination.
A student must receive a comprehensive multidisciplinary including
• a physical examination
• a social history
• an individual psychological evaluation
• and an observation
• The student-centered data collected and information on instructional strategies used
throughout an RtI process provides important information to inform the CSE about the
student’s progress to meet age or State-approved grade-level standards. This data should
include, but not be limited to:
- data that demonstrates that the student was provided appropriate instruction
delivered by qualified personnel including research-based instruction in reading
- progress monitoring data that describes how a student responded to particular
interventions of increasing intensity
- instructional information on a student’s skill level and rate of learning relative to
age/grade level standards or criterion-referenced benchmarks

8. NYS: The Written Report
The CSE must prepare a written report documenting the eligibility
determination of a student suspected of having a learning disability
which must include the basis for how the decision was made and, if
the student has participated in an RtI process
• the instructional strategies used
• the student-centered data collected
• documentation that parents were notified when the student
required an intervention beyond that provided to all students in the
general education classroom, informing them about the amount
and nature of student performance data that would be collected;
the general education services that would be provided in the RtI
program; strategies that would be used for increasing their child’s
rate of learning and the parents’ right to refer their child for special
education services.

9. Recommendations and Corresponding
Levels of Evidence: Effective Interventions
Moderate
Screen all students for potential reading problems at
the beginning of the year and again in the middle of
the year. Regularly monitor the progress of students
at risk for developing reading disabilities.
Tier 1 intervention/general education
Low
Provide time for differentiated reading instruction for
all students based on assessments of students’
current reading level.
Tier 2 intervention
Strong
Provide intensive, systematic instruction on up to
three foundational reading skills in small groups to
students who score below the benchmark score on
universal screening. Typically, these groups meet
between three and five times a week, for 20 to 40
minutes
Low
Monitor the progress of tier 2 students at least once
a month. Use these data to determine whether
students still require intervention. For those students
still making insufficient progress, school-wide teams
should design a tier 3 intervention plan.
Tier 3 intervention
Low
Provide intensive instruction on a daily basis that
promotes the development of the various
components of reading proficiency to students who
show minimal progress after reasonable time in tier 2
small group instruction (tier 3).
Source: Authors’ compilation based on text.
• IES Practice Guide What Works Clearinghouse
• Assisting Students Struggling With Reading: RTI and Multi-Tier
Instruction in the Primary Grades
• http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_0
21809.pdf#page=25

10. Instructional Implications
Curriculum
Use a curriculum that addresses the components
of reading instruction (phonemic
awareness, phonics, vocabulary, comprehension,
and fluency) and relates to students’ needs and
developmental level.
Instruction
- based on results of students’ score on screening
- systematic, building skills gradually,
-introducing skills first in isolation
-then integrating them with other skills
- explicit, involving more teacher-student
interaction
- frequent opportunities for student
practice
- comprehensible specific feedback
Frequency
Implement this program three to five times a
week, for approximately 20 to 40minutes.
Roadblocks and Solutions
1. Some teachers or reading specialists might
worry about aligning the tier 2 intervention
program with the core program.
Solution: Alignment is not as critical as ensuring
that instruction is systematic and explicit and
focuses on the high priority reading components.
2. Finding an additional 15 to 50 minutes a day
for additional reading instruction can be a
difficult task.
Solution: Small group instruction could occur
when students are working independently.
(Behavior Mgmt)

11. Instructional Implications continued
• Implementation of Behavior Management
System essential
• AIS during preps
• Support from Specialist
• Special curricula
– READ 180
– Wilson
• After-school tutoring

12. Relevance to Teachers and School
• more data collection
• more support from multidisciplinary team
• uniformity and consistency
• evaluation of strategies used by team of professionals
• accountability
• more effective training on what works and should be used
• less discretion on teachers as an individual, more
collaboration
• more small group instruction
• better behavioral management system/ support from
administration

13. Relevance for Students and Parents
Students
• more small group
instruction
• more immediate feedback
• more personal input
• more attention to individual
learning needs
*Misdiagnosis less likely
Parents
• must ask questions and
advocate for their children
• must be kept apprised of
their child's progress along
the way
• under federal and state
law, they can request an
immediate referral for a
comprehensive
psychological evaluation at
any point in the process

14. Lingering Concerns
• Implementation and evaluation of treatment effects
are vague, even on the Federal level
• Too much left to discretion of school administration
and teachers
• Lack of procedural guidance from United States
Department of Education’s Office of Special Education
and Rehabilitation, which is a proponent of RTI
• Lack of uniformity state-wide, district-wide, or even
school-wide can give rise not only to subjective
implementation and evaluation, but also diagnosis and
treatment

15. Concerns continued
Research can be misleading
• Cited research in which low-
income, urban, low achieving students were
not included, despite being the population
most often subjected to RTI methods
• Most research done on small scale over a
short period of time

16. Even More Concerns
• Most of the research has demonstrated efficacy
for reading-based disabilities, little in other areas
where LD emerges, such as mathematics
• Impact on older students has also not been fully
examined
• How school districts implement RTI and interpret
state and federal regulations is the crucial issue
that has yet to be seen on a large scale in New
York State
• Just the latest quick-fix fad?

17. Conclusion/Next Steps
What can you do in the upcoming weeks?
- More small group instruction
- Check out What Works- and use it!
- AIS/ After -school Tutoring
- Make extended day more effective
- Begin finding out how your school
plans on implementing RTI
- Become more informed about RTI
What can you do in the upcoming months?
The RTI Action Network is now
accepting applications for the Leadership
Network - a free online leadership
mentoring program that equips building
and district leaders to implement
effective Response to Intervention (RTI).
Participants are assigned to a mentor
who is experienced in RTI
implementation, and receive support
through monthly online meetings, on-
demand problem-solving, and private
discussion boards with an online
professional community . For more
information and to apply, go to:
http://www.rtinetwork.org/connect/lead
ership-network

18. Discussion Questions
• Should New York State implement RTI this
July, despite all the lingering concerns?
• Is your school ready? What has your school
done to implement RTI?

19. Resources
1. Learning Disabilities Association of New York
http://www.ldanys.org/index.php
2. NYS Response to Intervention Technical Assistance Center
http://www.nysrti.org/
3. http://www.rtinetwork.org
4. http://www.p12.nysed.gov/specialed/RTI/guidance/LD.htm
5. IES Practice Guide What Works Clearinghouse
Assisting Students Struggling With Reading: RTI and Multi-Tier Instruction in
the Primary Grades
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.p
df#page=25
6. Reynolds, Cecil R., Shaywitz, Sally E. Response to Intervention: Ready or
Not? Or, from Wait-to-Fail to Watch-Them-Fail. School Psychology
Quarterly, Vol 24(2), Jun, 2009. pp. 130-145.