1. CHAPTER 2: Response to Intervention: Developing Success for All Learners
Teaching Students Who are Exceptional, Diverse,
and At Risk in the General Education Classroom
Sixth Edition
Sharon R. Vaughn
Candace S. Bos
Jeanne S. Schumm
Developed by: Stacy P. Dean, Ph.D.

2. Role of Teachers in an RTI Model
VanDerHeyden (2009)indicates a need for school personnel to establish procedures that accomplish the following:
Identify students who need intervention
Provide evidence-based interventions to improve learning
Monitor the effects of the intervention
Make decisions, in consultation with key professionals
Meet regularly with interested stakeholders

3. Focus Questions
What important issues in special education are addressed by RTI?
Describe an RTI model including the components and implementation practices.
How do screening and progress monitoring of students facilitate RTI?
What approaches to implementing interventions with students are typically applied in the RTI framework?
What is the role of the teacher in an RTI model?

4. Response to Intervention (RTI)
Recommended by IDEIA 2004 to prevent learning and behavior problems
Current model for screening students and use the data to facilitate identifying students for special education services

5. Recommended Use of RTI for Eligibility and Identification of students with SLD
Determination of a child with a learning disability:
The LEA is not required to consider a severe discrepancy between achievement and intellectual ability.
The LEA may use a process that determines if a student responds to scientific, research-based intervention as part of evaluation
RTI may aid in identification of students with SLD by the replacement of discrepancy criteria by using student RTI data for decision-making and provide learning and instruction in the process.

6. Past and Present Challenges
Previous identification procedures for SLD (Vaughn and Klinger 2007)
An increase of more that 200 percent in SLD
Questionable procedures with emphasis on IQ-achievement discrepancy and processing disorders
Wait-to–fail model instead of prevention-early model used
Subjectivity in student referrals by teachers and others
Opportunities to learn not adequately considered in referral and identification process
Considerable variation from state to state in identification procedures and prevalence rates
Little information to guide instructional decision making
Problematic assessment practices for CLD students
Disproportionate numbers of CLD students

7. Initiatives Influencing RTI
2001 Office of Special Education Programs
Leading researchers brought together to discuss issues related to SLD identification
2002 President’s Commission on Excellence in Special Education
Held public hearings throughout USA receiving hundreds of written comments about the state of special education
2002 National Research Council
Developed a report on the disproportionate representation of culturally and linguistically diverse students in special education

8. IDEIA 2004
Recommends using alternative approaches to identify students with SLD
Urges early screening and intervention
Recommends a multi-tiered intervention strategy
Ask districts to review practices to accelerate learning
Recommends ongoing systematic progress monitoring of students
Requires better integration of services between general and special education

9. Components of Response to Intervention
Screening and progress monitoring
Tier 1 - Implementation of effective classroom instructional practices
Tier 2 - Provision of secondary intervention
Tier 3 - Provision of more intensive individualized intervention

10. Fours Key Components of RTI Models
They implement high-quality, research-based instruction matched to the needs of students.
They monitor students’ learning over time to determine level and rate of performance.
They provide interventions of increasing intensity when students continue to struggle.
They make important educational decisions based on data.

11. Used with few students or entire class
Progress Monitoring
Involves frequent and ongoing measurement of student knowledge and skills and examination of student data to evaluate instruction
Used with few students or entire class
Essential to effective RTI implementation
Allows key stakeholders to determine rate of student growth and whether further intervention is needed

12. The Three Tiers of Intervention
Tiers represent the level of intensity of instruction provided to a student or group of students
As students move through the tiers the intensity of instruction increases
Theoretically, In reading approximately 80 % of all learners make adequate progress in Tier 1; 15-20% may require supplemental instruction in Tier 2; and 5-6% need intensive intervention in Tier 3.

13. Primary Instruction – Tier 1
Instruction provided by general education teacher
Instruction is evidence-based
General education teachers screen students using easy-to-administer screening measures
Takes less than 10 minutes per student
Administered at beginning and middle of year
Students with reading and math difficulty are administered progress monitoring measures
Teachers differentiate instruction as needed for struggling students

14. Secondary Intervention- Tier 2
Secondary intervention provided for students not making adequate progress in Tier 1
Typically provided in small groups to provide additional instruction in areas of difficulty
Tier 2 supplements the core instruction taught in Tier 1 to reinforce concepts and skills taught in Tier 1
Tier 2 is under the domain of general education but includes collaboration with SPED teacher
Teacher continues to monitor students progress while they receive Tier 2 support

15. Tertiary Intervention – Tier 3
Tertiary intervention is provided to students who continue to experience difficulty and show minimum progress during Tier 2 interventions
Tier 3 intervention is provided for longer periods of time and more frequently
Tier 3 may or may not be special education depending on the number of Tiers used in RTI
Tier 3 students receive explicit instruction individually or in small groups (2 to 3 students)

16. Implementing Interventions
Model
How Implemented
Standard treatment protocol model
Same empirically based treatments used for all children with similar problems
Protocol does not change from child to child
Possible approaches: explicit instruction in phonics skills, fluency, etc
Problem-solving model
Individualized or personalized approach
Problem-solving team is convened and intervention are planned specifically for target students and are provided for a period of time
Five steps to process: Define the problem, analyze the problem, develop a plan, implement the plan, and evaluate the plan
Hybrid model
Model is the combination of the two approached above

17. Decision-making Teams
Schools may have one or more teams
Teams should include members with relevant experience
One member must have expertise in learning disabilities
Another member should have expertise in targeted area of concern
Overall purpose of team to ensure RTI model is implemented effectively in the school

18. Responders and Non-responders to Intervention
Responders/high responders
Students who respond well to intervention
Students are able to maintain grade level of near grade level performance
Non-responders
Students who make minimal or no gains after being taught with high quality and validated interventions
Gaps keep growing between them and their peers
Students do not seem to progress even with research-based approaches

19. RTI for Students Who Are Culturally and Linguistically Diverse (CLD)
RTI can potentially improve outcomes for CLD students and more accurately determine the need for special education services
RTI approaches that respond to CLD students focus on understanding external and environmental factors that impact their opportunity to learn
Small group intensive interventions are used to target students instructional needs and monitor progress so instruction is modified to meet students needs

20. Considerations for those Working with ELL Students
ELLs benefit from knowledgeable teachers who are highly interested in ensuring students make adequate progress in reading
ELLs are better served if teachers do not expect or accept low performance and do not view students as undeserving effective interventions
ELLs with learning disabilities may be underidentified and undertreated because school personnel may not have the skill and knowledge to identify and treat these students
ELLs benefit from school personnel who are focused on meeting students’ educational needs instead of focusing on external sources

21. Working with Families
IDEA requires family involvement in identifying and monitoring students with disabilities
School using RTI models must inform and involve families in the process
Council for Exceptional Children suggests families be notified of students’ participation in the RTI process by Tier 2. Schools should:
Describe the RTI process
Provide families with written intervention
Obtain families’ consent
Provide families with regular updates on child’s progress

22. Written Intervention Plans
Provide a description of the specific intervention
Include length of time allowed for intervention to have a positive effect
List number of minutes per day intervention will be implemented
List persons responsible for providing intervention
Identify location where intervention will be provided
Include factors for judging how student is experiencing success
Provide description of progress monitoring strategy or approach used
Include progress monitoring schedule
Share frequency parents will receive reports on child’s response to intervention

23. Universal Screening, Decision Making and Progress Monitoring
Universal Screening involves the administration of the same test to all students to determine who is at risk for academic difficulties
Screening occur three times a year
Screening consists of a few items and are short in duration
Everyone is tested and the information is used to identify general performance levels and track proficiency of students
Decisions are made based on data retrieved from the screenings
Progress monitoring is used to assess students response to intervention
Purpose is to monitor students progress, develop profiles of student learning, and assess effectiveness of interventions

24. Special Education Teachers Role in RTI
Special education teachers play several important roles in RTI process that include:
Collaborate with general education teachers
Help identify children with disabilities
Offer intensive interventions to Tier 3 students
Help Tier 3 students access the general education curriculum

25. Using RTI Data and Providing Interventions
Data collected should include information about the instructional environment and with-in child factors
RTI data may not identify learning disabilities but can serve as a core comprehensive evaluation
Focus of data should include information about student’s strengths and needs
Data is used from progress monitoring to guide instruction.
Teacher will adjust pacing of lesson, provide differentiation, select appropriate materials, provide students with on-going feedback, and allow student opportunities to respond with guided feedback as ways to intervene