Response to Intervention 101
Transcript of Response to Intervention 101
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Response to Intervention
(RtI)
A Brief Introduction to NH’s RtI Framework
for the State Advisory Committee on the Education of Students with
Disabilities
January 6, 2010
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New Hampshire is committed
to the educational success
of all students.
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In that spirit, the NH RTI Task Force was formed in
January 2008.
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The goal of the Task Force is to provide leadership for NH
school districts through development of a state
framework, available for use by all districts, and that supports the understanding
and effective implementation of an RtI system to benefit
all NH children.
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In order to reach ALL students,
it is necessary to reach EVERY student.
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RtI - The Big Ideas
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RtI is an approach to differentiating
instruction to meet all students’ needs. It addresses four
questions:
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1. Exactly what is it we want all students to learn?
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2. How will we know when each student has acquired the essential knowledge and skills?
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3. What happens in our school when a student does not learn?
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4. How will we enrich and extend the learning for students who are already proficient?
--Rick DuFour et al.
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RtI is a whole-school,
systemic approach.
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RtI involves high-quality instruction or intervention
matched to student needs and
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using students’ learning rate
over time and level of performance to
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make data-based educational decisions.
National Association of State
Directors of Special Education, 2005
(definition adopted by the NH RtI Task Force)
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RtI is a Tiered Approach
Tier 2: 15% of students
Tier 1: 80% of students
Tier 3: 5% of students
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Tier 1: Core Instruction
All students receive high quality, general
instruction and positive behavioral
support.
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Tier 2: Targeted Group Interventions
Some (at-risk) students receive highly efficient,
rapid response instruction - in addition to core instruction.
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Tier 3: Intensive, Individual Interventions
Individual struggling students receive assessment-based, high-intensity
instruction, in addition to core instruction.
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What does RtI entail?
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Effective leaders who can articulate the
vision for systemic change and
communicate and support plans to
realize it.
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Changes to the school schedule,
if necessary!
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Problem-solving, collaborative
instructional teams who can make data-
driven decisions in the service of high-quality instruction.
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Ongoing, job-embedded professional
development to build staff capacity for learning and
change.
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RtI is not a special education initiative
or prereferral system.
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Because RtI became part of federal and state
law through the Individuals with
Disabilities Education Act of 2004, tendency is to view RtI within the realm of Special
Education.
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It’s about school improvement.
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RTI – Guiding Principles*
1. ALL students are part of ONE proactive educational system
2. Use scientific, research-based instruction3. Use instructionally relevant assessments4. Use a problem-solving method to make
decisions based on a continuum of students needs
5. Data are used to guide instructional decisions
6. Quality professional development supports effective instruction for all students
7. Leadership is vital
*Adapted from Heartland (Iowa) AEA
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NH RTI Task Force• Work to date
• Began its work in 2007 (Arlington, VA)• Completed the Interactive Guide in 2009• Offered RTI Leadership training in July 2009 (Cohort 1)
• Collaborated with NHSAA/Best Practices Conference• Developing 5 year Strategic Plan (final draft)
• Next Steps• Ongoing PD support for RTI Leadership• Ongoing support for new and existing RTI initiatives– Cohort I - April 2010– Cohort II - July 2010
• Future PD to be determined based on needs
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For more information:
AN INTERACTIVE GUIDE TO RTI IN NEW HAMPSHIRE
http://www.ed.state.nh.us/education/programs/documents/INTERACTIVEGUIDETORTI-NH.pdf
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A Family Guide to Response to
Intervention (RtI)
Developed byParent Information
Center
http://www.parentinformationcenter.org/images/RTI%20Booklet%20PQ.pdf
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A Parent’s Guide to Response to
Intervention (RtI)by
Susan Bruce
http://www.wrightslaw.com/info/rti.parent.guide.pdf