This document discusses improving current systems of Response to Intervention (RTI) through professional development focusing on curriculum, assessment data, tracking interventions, and ensuring high-quality, evidence-based tiered interventions. It emphasizes using student data to drive curriculum and intervention resources based on need, collecting various assessment and progress monitoring data, tracking attendance and progress, accounting for tier I core instruction, and ensuring tier II interventions are evidence-based and address students' specific needs. The overall goal is to improve teaching, interventions, and educational decisions by making sure high-quality interventions are a significant part of the RTI process.

1. Eliminating Inadequate
Instruction During RTI
Regis University
EDRG 697 – Zocco
Mary Siek

2. Exclusionary Criteria
“ Of the different exclusionary criteria for LDs,
instructional factors are the least frequently
examined but perhaps the most important.”
(Fletcher, Pg. 60)

3. Quality and Quantity in RTI
According to the National Association of State
Directors of Special Education (NASDSE),
Response to Intervention (RTI) ‘is a practice of
providing high quality instruction and
interventions matched to student need,
monitoring progress frequently to make
decisions about changes in instruction or goals
and applying child response data to important
educational decisions’”. (Hall, Pg. 17)

4. How to improve current systems of RTI
Professional development presentation with action
plan to improve quality and quantity of
interventions.
– Curriculum – student data drives curriculum.
Instruction resources are based on student need.
• Use multiple resources, not just 1 program
• Discuss intervention resources available at FPW & online
– Assessment Data & Anecdotal Information – STAR,
DRA2, reading records, formal and informal
observations will identify areas of need and show
progress.

5. How to improve current systems of RTI
-Tracking – attendance and graphed progress with
CBM/other measurements.
-Reseach-based Tier I interventions must be
accounted for and response data provided.
- Tier II intervention provider must meet w/ teacher
and intervention team to discuss areas of need and how
they will be addressed (evidence based intervention
activities). Response to intervention must be supported
with student data.
- Amount of intervention must be accounted for with
attendance taken daily.

6. Goal
This project will improve teaching, intervention
practices and educational decisions by ensuring
enough high-quality interventions are part of
the RTI process.

7. References
Fletcher, J., Lyon, R., Fuchs, L., & Barnes, M.
(2007) Learning disabilities: From identification
to intervention. New York: Guilford Press.
Hall, S. (2008) A Principal’s Guide: Implementing
Response to Intervention. Thousand Oaks,
California: Corwin Press.