0. The Inclusive Classroom: Strategies for Effective Differentiated InstructionBy
Margo A. Mastropieri
Thomas E. Scruggs
Blanche Jackson Glimps, Contributor
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

1. Response to Intervention
Chapter 7
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

2. Objectives
Describe the purpose and background of response to intervention (RTI).
Explain the multiple-tier structure of RTI, and its function in an integrated system of instruction.
Describe the use and importance of progress monitoring.
Explain how data-based decision making is conducted, and why it is necessary to the effective implementation of RTI.
Compare and contrast the three tiers that commonly make up the RTI structure.
List and describe procedures for ensuring fidelity of RTI implementation.
Describe some present and future challenges of RTI.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

3. RTI
RTI is a multilevel system of interventions designed to address different learning needs, reduce disability identification, and provide evidence for the appropriate identification of learning disabilities.
It is intended to improve the overall quality of instructional offerings in schools, and to integrate general education more completely with special education.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

4. What is RTI? RTI is conceptually related to
The Elementary and Secondary Education Act, particularly the Reading First components
and
The Individuals with the Disabilities Education Act
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

5. Components of RTI Use of evidence-based practices Early intervention
Careful monitoring of progress
Treatment-resisters may be eligible for more intensive interventions or referrals to special education
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

6. Characteristics of Increasing Intensity
More systematic and explicit instruction
More frequently implemented instruction
Instruction of longer duration
Smaller and more homogeneous student groups
Instructors with greater expertise
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

7. RTI Models Standard Treatment Approach Problem Solving Approach
Different versions of RTI include multiple tiers of intervention, although three is the most common
Screening and progress monitoring
Data-based decision making
Fidelity of implementation
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

8. Screening Screening measures Must possess
are intended to be easy to implement and score, and provide a general picture of academic achievement in a particular area
Must possess
sensitivity-identifies students who are at risk for academic difficulties in the area being measured
specificity-students who perform acceptably on the measure are unlikely to have academic problems in the area
And be implemented with fidelity-as intended
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

9. Progress Monitoring
Progress monitoring involves collecting multiple performance measures over time to
Determine whether progress is appropriate and if not appropriate to
Help identify more effective programs
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

10. Features of Progress Monitoring and RTI
Conducted in all tiers of instruction
Based on, and directly relevant to the curriculum, grade level, and tier level of RTI
Must be easy to administer and effective
Results should be displayed to make interpretation simple and efficient
Rules for decision making must be determined for all aspects of data
Cut scores and decision rules must have a clear rationale
Collected frequently enough to inform instructional and placement decisions
Considered one of several sources that inform instructional decision making
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

11. Tier 1 Progress Monitoring
Purpose: Determine whether individual students are making adequate progress in general education
Performance monitoring conducted using curriculum-based measurement
Slopes are calculated using Tukey’s method of tri-split slopes
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

12. Tier 2 Progress Monitoring
Purpose: Determine whether individual students are making adequate progress to resume placement in the Tier 1 setting
If progress is not adequate, the information may be used to modify the intervention
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

13. Tier 3 Progress Monitoring
Undertaken after an individual student has been evaluated and found eligible for placement in special education, based upon state and district standards
Implemented to meet requirements of IDEA-assess progress toward short-term and annual goals
Provides information on the adequacy of instruction or need for modifications
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

14. Tiers and RTI
Tier 1 represents scientifically based instruction implemented in general education classrooms
Tier 2 is intended for those students for whom Tier 1 instruction is found to be insufficient, and includes more intensive instruction delivered to smaller groups
Tier 3 is intended for those students for whom Tier 2 instruction is found to be insufficient, and is represented by placement in special education
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

15. Features of All Tiers Size of instructional group
Performance standards
Frequency of delivery of the intervention
Overall duration of the specific intervention
Frequency of progress monitoring
Training of the teacher/other specialist
Focus of the content/skills
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

16. Strategies for Tier 1 Instruction
Instruction, in general education must include universal screening and progress monitoring
Based upon common standards and program coherence
All elements aligned horizontally (across curriculum) and vertically (across grade levels) throughout the school
Teachers must be more oriented to scientifically based practices
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

17. Tier 2: Intervention to Remediate
Instruction may be
delivered to small groups of students with similar areas of difficulty
Implemented in separate areas in the general education classroom or in a separate setting
Delivered by specialized instructional personnel using scientifically based instruction
Provided over an extended period of time
Focused on direct, systematic teaching to specific targeted objectives
Directly relevant to Tier 1 instruction
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

18. Problem-solving Approaches
Teams meet
Consider evidence regarding student academic progress and
When needed, outline a plan to address learning challenges
Effective when combined with scientifically based intervention, continuous progress monitoring, effective collaborative relationships, and direct connection to general education instruction
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

19. Standard-Protocol Approaches
Students are grouped according to instructional need
Students are provided with interventions that are scientifically based
Schools must
indicate that their intervention replicate the intervention validated in previous research
describe the skills addressed, the place of instruction, appropriate instructional materials, and means for assessing progress
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

20. Decision Making and Tier 2
Implemented over a period of 9-12 weeks
Near the end of the period, a determination must be made regarding the effectiveness of the Tier 2 instruction
If progress is adequate, student resumes being served in general education
If progress is not adequate, referral for evaluation for Tier 3 may be warranted
Appropriate allocation of resources is an important consideration
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

21. Tier 3: Special Education
IDEA specifies that the criteria
Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disabilities
Must permit the use of a process based on the child’s response to research-based interventions
May permit the use of other alternative research-based procedures
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

22. Tier 3 Instruction Implemented individually or in small groups
May address any number of skills and content areas
Associated with intensive instruction using specialized materials
Includes evidence-based practices and progress monitoring toward specific goals and objectives
Implemented individually or in small groups to meet the specific goals and objectives identified on the IEP
Use Tier 2 data to supplement referral process for Tier 3
Special education placement is the final tier
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

23. Fidelity of Implementation
Refers to the degree to which instruction is delivered in the way it was intended
Treatment will not be successful unless implemented correctly
Includes three elements
The method of evaluating fidelity
The frequency of fidelity evaluation
Support systems needed to implement the program with fidelity
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

24. Strategies Three types of fidelity assessments
Direct assessment measures
Indirect assessment
Treatment manuals
Frequency determined by schools
Support systems
Data used to help determine areas in need of remediation and relative areas of strengths
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

25. Secondary Level RTI Challenges
Scheduling can be more complicated
Greater and more varied number of subjects
Reading and basic math are no longer individual subjects of instruction
Much less research on RTI at the secondary level
Early intervention no longer an important objective
Various skills and content domains addressed as needed
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

26. General Challenges with RTI
The role of RTI in evaluating students for placement in special education is not generally agreed upon
The degree to which evaluations based upon RTI discriminate between learning disabilities and other disabilities is not known
There are many different versions of RTI, and procedures for determining success in a given tier varies widely
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

27. General Challenges with RTI
Tier 2 strategies in areas other than reading await further development, particularly at the secondary level
In some cases extended exposure to RTI programs may delay the evaluation process for special education
Future procedures may include “Smart RTI”
Collecting screening measures in multiple stages
Fast tracking some students to special education
Providing Tier 3 as intensive special education
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.