The Response to Intervention- Title I Collaborative Process State Title I Directors Conference, September 15, 2008 Boise, Idaho Nancy Thomas Price, Response to Intervention Coordinator Idaho State Department of Education

Response to Intervention The 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 response data to important educational decisions. The RtI model should apply to general, remedial, and special education students, creating a well- integrated system of instruction/intervention guided by child outcome data.

Step 1 RTI Collect and analyze data from multiple sources. Title I Data is collected on all students. Classroom teacher, Special Education staff, and Title 1 teachers all work together to screen students in multiple settings.

Step 2 RtI Define the problem, using objective, measurable terms. Title 1 All school staff meets to define the problem.

Step 3 RtI Determine current status and performance gap based on grade-level expectations. Title 1 Using data, determine what performance gaps exist and which students are eligible for Title 1, based on selection criteria.

Step 4 RtI Create goals based on grade- level expectations. Title 1 Principals, classroom teachers, Title I teachers, and Special Education staff all meet and work together to set goals for performance expectations

Step 5 RtI Design intervention plan, applying scientifically based instruction. Title 1 All staff meet and work together to formulate a plan on what strategies and instruction will occur in the classroom and what strategies and instruction will occur with Title I teachers during the additional time they spend with students whether using the in-class or pull-out method. Strategies and instruction must be based on scientifically based research. Resources are shared among all staff.

Step 6 RtI Implement intervention over a reasonable period of time. Title1 Classroom teachers implement interventions in the classroom. Title I teachers implement interventions during the time they spend with students. These interventions can be done using the in-class model of instruction or the pull-out model. All students should receive primary instruction from the classroom teacher and some may have a need for additional, supplemental instruction from Title I staff.

Step 7 RtI Frequent progress monitoring and data collection Title 1 All staff work together to frequently monitor student progress and collect data.

Step 8 RtI Evaluate data and determine progress toward meeting grade-level expectations. Title 1 All school staff meet together to evaluate school results as a whole. Classroom teachers, Title I, and Special Education staff meet to evaluate student performance by grade level.

Step 9 RtI Make decisions based on data to continue, fade out, discontinue or seek more intense interventions. Title 1 Staff meet as a whole and in small groups to determine future actions.

Continuum of School Wide Support Primary Prevention Universal Tertiary Intensive School and class wide instruction- Core program Secondary Targeted Intensified, validated intervention Further intensified and individualized intervention Progress monitoring Strategic monitoring

Conclusion In school wide programs, RtI integrates well with Title I. Resources, services, and personnel are all used to the best advantage to support a cohesive program that improves the educational opportunities for ALL students. Define roles carefully in Targeted Assistance schools so that Title 1 staff serve those students eligible for Title 1 services.

In Targeted Assistance Programs… … Title 1 teachers are encouraged to collaborate with those managing the RtI process, however need to comply with certain regulations of their Title program and deliver the additional / supplemental instruction for those students.

References Dr. Wayne G. Sanstead, State Superintendent, Bismarck ND ention_05.08.pdf ention_05.08.pdf