Response to Intervention (RtI)

Professional Development by Tegan Edwards


Today we will focus on the following:

9:00-9:15-Sign in

9:15-10:00-Overview of RtI, what is it and what does it mean for you as an educator?

10:00-10:45-The process


11:00-11:45-Student Case Studies/Examples

11:45-12:15-Technology and RtI


1:05-3:00-Time to work on strategies and interventions for your classroom

What is RtI?

    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.


Big image
Response to Intervention: A Tiered Approach to Instructing All Students

When looking at providing services to students we must think about the following:

  • We can effectively teach all children in the least restrictive environment (usually the regular education classroom)
  • Early intervention is key to success.
  • Use research-based, scientifically validated core instruction with fidelity. You should be teaching your district curriculum on a daily basis.
  • Use assessment data for multiple purposes (screening, progress monitoring, and diagnosing, grouping)
  • Use a problem solving method to make decisions within a multi-tiered model of service delivery
  • Use research-based, scientifically validated interventions matched to student need with continuous progress monitoring
  • Use data to make all decisions
  • Use data to analyze groupings of students, regroup students, determine strengths, and areas needed for growth.
  • Use data to help guide teaching for whole group learning.

How can we successfully implement RtI in the classroom?

1. Create an RtI steering committee

2. Share the RtI model with the school community

3. Identify Resources to be used for RtI

4. Match interventions to student need

5. Have monthly meetings with your team on the student of concern.

6. Meet with the RtI steering committee

7. The RtI steering committee will put appropriate interventions and strategies into place that should be carried out in the classroom

8. Complete interventions and strategies in the classroom along with progress monitoring.

9. After 4-6 weeks, the committee and teachers will reconvene and discuss results of the intervention that was being used.

10. If the intervention is working, it should be continued.

11. If the intervention is NOT working, different strategies or interventions can be put into place or Special Education testing can be recommended by the committee.

RTI in Action, Grades 3-5 - Author Diane Paul Discusses 3 Tiers of Classroom Activities
RtI Classroom Plan Example

The following link is an example of a Classroom Intervention Plan

How Can we Use Technology for RtI?

Technology can be a great tool to enhance the implementation of the strategies and interventions being used for the RtI process.

The use of technology makes ongoing data collection, data consumption, and data-based decision making a more plausible proposition, and it can keep these important aspects of RtI from monopolizing teacher time. Previous research found that the use of technology substantially facilitated collecting, managing, and analyzing educational data (McIntire, 2002; McLeod, 2005; Pierce, 2005; Wayman, 2005).


EcoBehavioral Assessment Systems Software


A computer-based observation program that supports the collection of data using three instruments: CISSAR (Code for Instructional Structure and Student Academic Response), MS–CISSAR (Mainstream Version–Code for Instructional Structure and Student Academic Response), and ESCAPE (Ecobehavioral System for the Complex Assessment of Preschool Environments). The instruments were designed specifically to enable a student’s classroom behavior to be analyzed in traditional ways, using percentage occurrence and change over time as a function of intervention. They also were designed to yield descriptive information on the classroom situations (ecology and teacher) temporally related to students' behavior. Finally, they are specifically intended to enable estimation of the probability of students' behavior given specific classroom situations.

This program can be used with any student who has behavior issues in school.

Academy of READING--S.P.I.R.E

SPIRE is an intensive specialized individualized reading program, which uses a multi sensory approach.

Path Driver for Reading and Math

These programs offer research-based universal screening and progress monitoring RTI tools for grades K-10, using technology to increase accuracy and automate administration.


The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.

DIBELS can be done using a computer, tablet, or Chromebook.

Discovery Education Assessments

Discovery Education Assessment provided the data for teachers to address each student's needs: enrichment, differentiation, supplemental instruction, and intense intervention. DEA gives schools a way to introduce RtI in a non-threatening, easy-to-understand, and meaningful way. Schools are able to use the reporting formats to help their teachers access data to make good teaching decisions to address the needs of all students.

CTB/McGraw-Hill Acuity

Districts can use predictive assessments as a universal screener for all students in reading and math. The data can help teachers make decisions about what students know and are able to do as related to grade-level state standards.

Fast ForWORD

A radically different online reading intervention that targets foundational phonemic awareness, language, memory, attention, processing and sequencing skills. Results and spreadsheets are provided to teacher making the collection of data much easier to handle.
Fast ForWord Overview