Transcript What is Response to Intervention (RTI)?

RTI Implementer Webinar Series
IDEA and the Multi-level
Prevention System
National Center on Response to
Intervention
National Center on
Response to Intervention
RTI Implementer Series Overview
Introduction
Screening
Progress
Monitoring
Multi-level
Prevention
System
Defining the
Essential
Components
What Is RTI?
What Is
Screening?
What Is Progress
Monitoring?
What Is a Multilevel Prevention
System?
Assessment and
Data-based
Decision Making
Understanding
Types of
Assessment within
an RTI Framework
Using
Screening Data
for Decision
Making
Using Progress
Monitoring Data
for Decision
Making
IDEA and Multilevel Prevention
System
Establishing
Processes
Implementing RTI
Establishing a
Screening
Process
National Center on
Response to Intervention
Selecting
Evidence-based
Practices
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Vocabulary Handout
Word
Prediction
Final Meaning
Primary
prevention
level
The bottom of
the pyramid that
represents
instruction given
to students
without learning
problems
Instruction delivered to
all students using
research-based curricula
and differentiation in the
general education
classroom. Incorporates
universal screening,
continuous progress
monitoring, and
outcome measures or
summative assessments.
National Center on
Response to Intervention
Picture/Sketch/Example
Primary
prevention
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Things to Remember
 An RTI process cannot be used to delay-deny an
evaluation for eligibility under IDEA.
 Students with disabilities must be identified in a
“timely manner.”
 Long-term secondary prevention cannot be used as
an alternative for providing services without an
Individualized Education Program (IEP) to a student
with a disability.
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Response to Intervention
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What About Special Education?
Two groups to consider:
 Students with disabilities who are currently receiving
special education
 Students being referred for special education
eligibility consideration
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Response to Intervention
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What About Students with
Disabilities?
~5%
Primary
school-wide
instruction for
all Students, including
differentiated
instruction
~15%
Tertiary
Specialized individualized
systems for students with
intensive needs
Secondary
Supplemental group
systems for students with atrisk response to
primary level
~80%
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Response to Intervention
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Disability Identification
To ensure that underachievement in a child suspected of having a
specific learning disability is not due to a lack of appropriate
instruction in reading or math, the group must consider, as part of
the evaluation, what is described in 34 CFR 300.304 through
300.306:
 Data demonstrate that prior to, or as a part of, the referral
process, the child was provided appropriate instruction in
regular education settings, delivered by qualified personnel.
 Data-based documentation of repeated assessments of
achievement at reasonable intervals reflect formal
assessment of student progress during instruction, which was
provided to the child’s parents.
(www.idea.ed.gov)
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Response to Intervention
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When Do We Refer to Special
Education?
Example 1: After
nonresponsiveness to
two secondary
interventions
Tertiary
~5%
~15%
Secondary
Primary
~80% of students
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Response to Intervention
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When Do We Refer to Special
Education?
Example 2: After
nonresponsiveness to
one secondary and one
tertiary intervention
Tertiary
~5%
~15%
Secondary
Primary
~80% of Students
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Response to Intervention
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Recommendations
 Collaboration between special education and regular
education to develop an inclusive multi-level
instruction model
 Create written guidance on the following:
• How do special education services “fit” in the model?
• What are the roles and responsibilities of special
education staff?
• When should students be referred for eligibility
consideration?
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Response to Intervention
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Need More Information?
National Center on Response to Intervention
www.rti4success.org
RTI Action Network
www.rtinetwork.org
IDEA Partnership
www.ideapartnership.org
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Response to Intervention
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National Center on
Response to Intervention
This document was produced under U.S. Department of
Education, Office of Special Education Programs Grant No.
H326E070004 Grace Zamora Durán and Tina Diamond served
as the OSEP project officers. The views expressed herein do
not necessarily represent the positions or policies of the
Department of Education. No official endorsement by the U.S.
Department of Education of any product, commodity, service
or enterprise mentioned in this publication is intended or
should be inferred. This product is public domain.
Authorization to reproduce it in whole or in part is granted.
While permission to reprint this publication is not necessary,
the citation should be: www.rti4success.org.
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Response to Intervention
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