1. RTI – Response to Intervention
11/14/2013
RTI – Response to Intervention
Diana Longobucco and Susan Bretti
October 26, 2015

2. Agenda: Definition of RTI Overview of the TIERs
Overview of the RTI process
TIER 1 examples
RTI resources
Next Steps

3. Self Assessment? What does ‘RTI’ mean to you?
What does Tier 1 ‘look’ like in your room?
What does Tier 2 ‘look’ like?
What does Tier 3 ‘look’ like?

4. What is RTI?
Response to Intervention (RTI) is the practice of providing high quality instruction and intervention matched to student needs and learning rate over time and level of performance to make important educational decisions about individual students.

5. RTI Overview
Most students (80%) will learn within a typical classroom environment.
15% of students need small group instruction.
5% typically require intensive specialized instruction, such as special education.
Progress monitoring is critical to document and review if the interventions are successful.
There are three tiers-
Tier 1= Teacher interventions in the classroom
Tier 2= Small group instruction and interventions
Tier3= Intensive (high frequency) very small group (ideally no more than 3 students)

6. When does a student receive TIERED support?
Classroom teacher notices academic weaknesses or behavioral difficulties, outside of the normal day-to-day occurences.
Some areas of concerns could be: weak retention of facts & difficulty following directions.

7. TIER 1
Effective, standards-based instruction that happens in the general education classroom and is delivered by the general education teacher.
Commonly referred to as ‘core instruction’, it is designed to meet the needs of a minimum of 80% of students.
At this level, the classroom teacher makes use of scientifically based instruction or strategies and differentiates instruction to meet the needs of all students and ensure positive outcomes for all.
As examples of Tier 1 supports, teachers change their method of instruction, provide a child with additional individual help, or check the child’s homework each day.
Teachers who use Tier 1 supports with students will keep a log (data) of their interventions and the student’s progress on the Tier 1 Action Plan Form.

8. TIER 2
TIER 2 (supplemental) interventions are provided outside of core instruction by classroom teachers, reading teachers, and other staff. They are typically group based, use evidence-based intervention programs and are evaluated periodically to ensure that students are making adequate progress.

9. When is a student referred to TIER 2?
There are several ways a student can be eligible to receive Tier 2 services (small group instruction).
The RTI team meets to review students who scored low on screenings and assessments such as: F & P data and state test scores. These students are put into groups based on the data on various assessments.
Some students in previous TIER 2 groups are recommended to continue receiving the TIER 2 support the following school year.
TIER 1 interventions are not working after at least 2 rounds of intervention.
Provider working with a student has concerns about his/her progress so the student is referred to the RTI team.

10. TIER 3
TIER 3 (intensive) interventions are provided outside of core instruction by specialists ( e.g. reading teachers and special ed. teachers). TIER 3 intervention plans are developed using the RTI problem-solving model, in which a particular student’s unique intervention needs are analyzed and a customized intervention program is developed to match that student’s needs.
TIER 3 intervention plans are delivered individually or in small groups, consist of research-based elements, and are evaluated periodically to ensure that students are making adequate progress.

11. When is a student referred to TIER 3?
When a student has been receiving TIER 2 services with minimal progress and there is a suspicion that the student may have a learning disability, then TIER 3 interventions are implemented.

12. The process…

13. Classroom Teacher Responsibilities
at TIER 1
Setting up Tier 1 Interventions:
Identify students who have weaknesses in academics, behavior, and/or attention.
Make a goal you would like the student to meet within a 6-8 week period. (Ex. The student will start his work with no more than one teacher prompt. Ex. The student will demonstrate mastery of all addition facts with no time limit.)
Decide how you will monitor the student’s progress. You could use a chart, quiz grades, writing samples. Use materials and data you already have if it fits the goal and record the plan on the TIER 1 Teacher Action Plan Form.
Review the results of the intervention with the TRT (Teacher Resource Team).

14. TIER 1 Action Plan
If the goal is met, the intervention process ends and the student is monitored closely for 4-6 weeks.
Continue to provide effective, standards-based instruction.
Keep Tier 1 Action Plan Form on file.

15. TIER 1 Action Plan
If the first goal is not met, the classroom teacher generates Action Plan 2. Teacher loops back through the process beginning at Step 1.
If the second goal is not met, the teacher refers the student to the RTI Team.
Teacher completes the RTI Team Referral Form with the following documentation: Tier 1 Data Collection Form and both Tier 1 Action Forms.
Submit RTI packet to Sharon O’Grady (RTI Coordinator)

16. Framework for developing Tier 1 goals and intervention.
What are the student’s strengths and weaknesses?
What is the overall problem impacting the student?
What measurable goal would you set?
Look at what is expected for typical grade level students.
What is the baseline? (Ex. The number of times behavior is occurring or how many problems correct does a student know)
What research based intervention can you implement?
How will you track and monitor data?
Monitor the goal biweekly. Is it working?
Did you change the intervention if it wasn’t working?
After the six weeks, was it successful? If yes, continue the intervention.
If no, then what might you try?
Who could you consult with to help with the intervention?

17. Classroom Teacher Responsibilities
at TIERs 2 & 3
A Tier 1 goal and intervention needs to be done by the classroom teacher even when a student is receiving a Tier 2 or 3 support.
Communicate with the Tier 2 / 3 provider to see how the student is progressing with his/her Tier 2 or 3 goal(s).

18. Tier 1 Behavior Example:
Teacher statement about the problem: Beth continues to call out in class. She calls out all day long it’s so distracting to everyone. I’ve tried everything and nothing works. She likes attention and rewards.

19. Tier 1 Behavior Example:
As the team sits together, it’s important to get more information about exactly how often and when the calling out occurs. A colleague can volunteer to observe and collect data (ex. Tally how many times Beth calls out in various subjects). The observer could also look at the types of calling out comments Beth is making. This data will help narrow down the intervention.
The observation showed Beth called out each time the teacher asked another student for the answer. In each lesson it was about 10 times. It appeared that Beth wanted to tell her answer and had difficulty waiting. Based on the observations, Beth needed strategies on how to wait and still share her answers.

20. Tier 1 Behavior Example:
Goal: Beth will reduce her calling out from 10 times a lesson to 2 times a lesson in six weeks.
Intervention: The teacher will use strategies (e.g. student to write answers down on a post-it note) and rewards (e.g. earn tickets toward a class reward) to encourage Beth to wait her turn and share information appropriately.
Monitor: A checklist will be used by the teacher to mark if Beth waited her turn using one of the strategies or if she continued to call out.

21. Your turn…
Teacher statement: Buddy has difficulty completing a task because he can’t sit still and he’s highly distractible.
Goal –
Intervention –
Monitor -

22. Tier 1 Academic Example
Teacher statement about the problem: A fourth grader, Bennie, does not remember his math facts on the timed tests. He is still using his fingers and he is struggling with all math. Bennie is a hard worker but has little to no support at home.

23. Your turn:
What kinds of information do you need to gather before setting goals and interventions? Goal: Intervention: Monitor:

24. Tier 1 Academic Example
Goal: Bennie will improve her math fluency from 50% to 80% in six weeks on all facts, but specifically addition and multiplication.
Intervention *: Teachers will introduce strategies to help student remember math facts (e.g. peer drills, “fact of the day”, use number lines, use concrete experiences).
Monitor: Weekly math fluency quizzes will be used to monitor his progress over the next six weeks.
* These interventions came from the PRIM

25. RTI Resources PRIM: Pre-Referral Intervention Manual
National Center on Response to Intervention:
National Association of School Psychologist- academic and behavioral interventions:
New York State Response to Intervention Technical Assistance Center:
RTI Action Network:

26. Needs Assessment
What are the tools and/or resources do you feel you need?
How can we build in time for the TRT meetings?