Response to Intervention (RtI)

What is Response to Intervention (RtI)?

RtI is a tool that was created to be used as an alternative to the discrepancy model to help identify struggling readers. It can also be used across all academic areas and relies on evidence-based practices (proven teaching strategies). When RtI is implemented correctly, it can help reduce the inappropriate placements of special education students.

The model consists of three tiers or learners. Everyone student starts out at tier 1 and gets further instruction as they move upwards. The chart below is from the Colorado Department of Education.

The core principle of developing RtI is the creation of a multitier framework to assist struggling learners through targeted phases of instruction (Hughes & Dexter, 2011; Hoover, 2010). Each phase consists of research-based instructional strategies that are documented and analyzed through continued progress monitoring. As a student increases upwards on a tier, it signifies more intense instructional interventions (Hughes & Dexter, 2011). The entire school population is included on tier one and educators are expected to frequently change instruction so a greater number of students can achieve based on their own learning modality (Hoover, 2010). These fundamental principals require an expansive knowledge of scientifically based intervention strategies.

RtI typically manifests itself in school districts as a three-tiered model of instructional interventions. The first tier includes roughly 80% of the school population, tier two includes about 15% and tier three includes the remaining 5% (Lembke, Garman, Deno, & Stecker, 2010). Theoretically, the higher a student is on a tier, the less they have responded to scientifically based intervention strategies. O’Connor and Klinger (2010) suggest that clear divisions of tiers are arbitrary and students should be kept in a fluid state based on their individual needs. There is no point at which a student is just above or just below a specific intervention point, they can advance higher or lower with great frequency.

First Tier. All students on the first tier of RtI are expected to receive scientifically based quality instruction (Muraswki & Hughes, 2009). Assessment and benchmark testing are typically done three or four times a year in the form of universal screenings (Colorado Department of Education, 2008; Fuchs, Fuchs, & Compton, 2012). Students are assessed on their academic response to general classroom instruction. To support students who are struggling within tier one, educators may break them up into smaller groupings of similar skill set, but instructional content normally remains the same. The typical learner may remain at tier one their entire educational career (Muraswki & Hughes, 2009) and their continued progress is simply calculated by using the expected rate of learning compared to their actual rate of learning (Hughes & Dexter, 2011). If a student is advancing as expected in their academics, they do not receive any enhanced interventions and continue with the general curriculum. However, if they are not responding to interventions within tier one, they are recommended for tier two.
Second Tier. At tier two, the classroom teacher provides additional intensive interventions to a nonresponsive student (Muraswki & Hughes, 2009). Students promoted to the second tier of RtI demand a greater frequency of assessment that is typically done every two to three weeks (Colorado Department of Education, 2008; Hughes & Dexter, 2011). Collecting a larger more frequent breath of data can more closely monitor the achievement of at-risk students. Shortfall trends in learning are quickly and easily identified from assessment data and educators can make informed decisions to drive immediate instructional changes (Hazelkorn, Bucholz, Goodman, Duffy & Brady, 2010). Students are continually monitored for a period of up to 14 weeks (Fuchs, Fuchs & Compton, 2012) until they successfully respond to instruction and catch back up with the general population or are recommended to move to a higher tier. Recent findings indicate that not all students respond the same way to supplementary interventions and it is important for educators to try a variety of techniques (O’Connor & Klingner, 2010). The success of RtI at tier two is highly dependent upon the educator’s ability to implement new tactics and track student response to those tactics (Hazelkorn, Bucholz, Goodman, Duffy & Brady, 2010)). When there is continued non-response to an assortment of instruction at tier two, the classroom teacher recommends a change to tier three.
Third Tier. Tier three instruction is generally seen as involving special education staff members or referring to the special education department exclusively. Interventions at this level are usually done one-on-one by trained personnel providing specialized and expert techniques (Fuchs, Fuchs & Compton, 2012). Recent discussion by Fuchs, Fuchs and Compton (2012) has lead to disagreements about special education having a part in any tier of RtI at all. As a result, the line between general education and special education responsibility has become increasingly hazy (Hazelkorn, Bucholz, Goodman, Duffy & Brady, 2010); Vaughn & Fuchs, 2006) allowing each school district to develop their own understanding of what each tier entails (Hughes & Dexter, 2011). Previous studies have indicated that students can shift in and out of tiers by varying instructional intensity and the utilization of various staff members (Muraswki & Hughes, 2009; O’Connor & Klingner, 2010. Muraswki and Hughes (2009) describe the fluid nature of tiers as an indicator that special education is not separate from general learning, but rather a catalyst to use when more intensive instruction is needed over the duration of a student’s educational career.

How to use RtI when teaching reading

A teacher should use high-quality reading instruction for all students at RtI’s tier 1 level. Students can be taught as an entire class or split into smaller ability level reading groups. The teacher can then teach each group individually while another group may read together. If there is a third reading group, the teacher can set up a learning center for further differentiation of instruction.

If students are on tier 2 of the RtI model, the teacher will need to provide more intensive instruction that may be focused on remedial help. Students at this level will most likely be taught in smaller groups. They may also need instruction from qualified reading specialists to further enhance their learning. Tier 2 learning will incorporate more instruction echoing, check for understanding, instruction with modeling and immediate corrective feedback.

Tier 3 instruction is usually very intense help outside the general education classroom. A special educator or reading specialist will typically provide the intervention at this level. The student will have individualized goals that focus on the significant problem areas.

Response to Intervention (RtI)

Response to Intervention (RtI) Assessment

http://iris.peabody.vanderbilt.edu/rti02_assessment/chalcycle.ht

Progress Monitoring Tools Extensive Review

The Center’s mission is to provide technical assistance to states and districts and build the capacity of states to assist districts in implementing proven models for RtI.

http://www.rti4success.org/progressMonitoringTools

easyCMB

easyCBM™ is an enhanced district assessment system designed by researchers at the University of Oregon as an integral part of an RtI (Response to Intervention) model.

Distributed exclusively by Riverside, it provides school districts, administrators, and teachers with a full suite of assessment and reporting options, offering a complete solution at every tier of the RtI process.

http://easycbm.com/

Intervention Central

Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention (RtI).

http://www.interventioncentral.org/

Yearly Progress Pro

Yearly ProgressPro™ is an award winning research-based assessment, instructional, and intervention tool that provides automatic intervention to ensure instruction is aligned to state and national standards. The National Center on Response to Intervention (RtI) assigned its highest rank to Yearly ProgressPro for classification accuracy, reliability, validity, and sensitivity to student improvement.

http://www.ctb.com/ctb.com/control/productFamilyViewAction?productFamilyId=591&p=products