RTI: RESPONSE TO INTERVENTION
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:
- High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
- Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
- Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
- Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.
Though there is no single, thoroughly researched and widely practiced “model” of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions. The Three-Tier Model is described below.
Tier 1: High-Quality Classroom
Instruction, Screening, and Group InterventionsWithin Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. If a student is identified as needing support a Student Study Team Meeting could be used as a way for educators to brainstorm strategies to employ to help the student be successful. Students identified as being “at risk” through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.
Tier 2: Targeted Interventions
Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.
Tier 3: Intensive Interventions and Comprehensive Evaluation
At this level, students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision.
It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education.
In addition to variations in the tiers used to deliver RTI services, schools use different approaches in implementation, such as problem-solving, functional assessment, standard protocol, and hybrid approaches. Although there are many formats for how a school might implement RTI to best serve the needs of its students, in every case RTI can be a school-wide framework for efficiently allocating resources to improve student outcomes.
ABOVE CONTENT RETRIEVED/ADAPTED FROM RTI Network http://www.rtinetwork.org/learn/what/whatisrti
Additional explanation at Center on Response to Intervention website:
https://rti4success.org/sites/default/files/RTI_Placemat_2015.pdf
Tier 1: High-Quality Classroom
Instruction, Screening, and Group InterventionsWithin Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. If a student is identified as needing support a Student Study Team Meeting could be used as a way for educators to brainstorm strategies to employ to help the student be successful. Students identified as being “at risk” through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.
Tier 2: Targeted Interventions
Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.
Tier 3: Intensive Interventions and Comprehensive Evaluation
At this level, students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision.
It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education.
In addition to variations in the tiers used to deliver RTI services, schools use different approaches in implementation, such as problem-solving, functional assessment, standard protocol, and hybrid approaches. Although there are many formats for how a school might implement RTI to best serve the needs of its students, in every case RTI can be a school-wide framework for efficiently allocating resources to improve student outcomes.
ABOVE CONTENT RETRIEVED/ADAPTED FROM RTI Network http://www.rtinetwork.org/learn/what/whatisrti
Additional explanation at Center on Response to Intervention website:
https://rti4success.org/sites/default/files/RTI_Placemat_2015.pdf
California Department of Education's Definition of MTSS
In California, Multi-tiered Systems of Support (MTSS) is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. California has a long history of providing numerous systems of support. These include the interventions within the RtI2 processes, supports for Special Education, Title I, Title III, support services for English Learners, American-Indian students, and those in gifted and talented programs. MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students. RETRIEVED FROM https://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp
In California, Multi-tiered Systems of Support (MTSS) is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. California has a long history of providing numerous systems of support. These include the interventions within the RtI2 processes, supports for Special Education, Title I, Title III, support services for English Learners, American-Indian students, and those in gifted and talented programs. MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students. RETRIEVED FROM https://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp
UDL
One way to provide multi-tiered support systems is with universal design for learning strategies.
Universal Design for Learning (UDL) Definition
Universal Design is an architectural concept that focuses on the design of products, buildings, or environments so they can be used readily by the widest possible range of users.
Universal Design for Learning (UDL) is a framework for teaching and learning that often capitalizes on the power and flexibility of modern technologies to address the needs of the broadest possible range of students (Rose & Gravel, 2010).
One way to provide multi-tiered support systems is with universal design for learning strategies.
Universal Design for Learning (UDL) Definition
Universal Design is an architectural concept that focuses on the design of products, buildings, or environments so they can be used readily by the widest possible range of users.
Universal Design for Learning (UDL) is a framework for teaching and learning that often capitalizes on the power and flexibility of modern technologies to address the needs of the broadest possible range of students (Rose & Gravel, 2010).
There are may ways to teach universal design for learning using multiple representations of the term, such as a UDL Definition (above), UDL Guidelines Graphic Organizer (above) Cartoon, UDL Guidelines Video (below), Outline of Principles (below), and a peer -reviewed article (below).
This video shares a story where a student requested universal design and it inspired a cartoon to help in understanding a universal approach.
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Universal Design for Learning (UDL) is achieved when all three of the principles are incorporated in the learning.
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UDL has 3 primary principles:
1. WHY Multiple means of engagement, to tap into learners' interests, offer challenges, and increase motivation (process) Explore examples @ https://www.oakland.edu/Assets/Oakland/cetl/files-and-documents/QuickNotes/UDL_EngagementQNFeb9.pdf 2. WHAT Multiple means of representation, to give diverse learners options for acquiring information and knowledge (content) Explore examples @ https://www.oakland.edu/Assets/Oakland/cetl/files-and-documents/QuickNotes/UDL_RepresentationQNFeb9.pdf 3. HOW Multiple means of action and expression, to provide learners options for demonstrating what they know (product) Explore examples @ https://www.oakland.edu/Assets/Oakland/cetl/files-and-documents/QuickNotes/UDL_ActionExpressionQNFeb9.pdf |
Peer-Reviewed Article
Rose, David H. & Meyer, Anne. (September 2007). Teaching Every Student in the Digital Age: Universal Design for Learning, Educational Technology Research and Development 55(5):521-525DOI: 10.1007/s11423-007-9056-3
https://www.researchgate.net/publication/225336097_David_H_Rose_Anne_Meyer_Teaching_Every_Student_in_the_Digital_Age_Universal_Design_for_Learning
Rose, David H. & Meyer, Anne. (September 2007). Teaching Every Student in the Digital Age: Universal Design for Learning, Educational Technology Research and Development 55(5):521-525DOI: 10.1007/s11423-007-9056-3
https://www.researchgate.net/publication/225336097_David_H_Rose_Anne_Meyer_Teaching_Every_Student_in_the_Digital_Age_Universal_Design_for_Learning