Response to Intervention

1
Response to Intervention

• Lou Danielson, Ph.D.
• Director, Research to Practice Division
• Office of Special Education Programs
• June 21, 2006

2
Overview

• Presentation topics
• Define RTI
• RTI and SLD
• Four Parts of RTI Sequence
• Advantages of RTI
• Key Questions for RTI Implementation
• Vanderbilt Reading Study
• NRCLD

3
What is Responsiveness to Intervention (RTI)?

• Implementation of a differentiated curriculum
  with different instructional methods
• Two or more tiers of increasingly intense
  scientific, research-based interventions
• Instructional intensity addressed through
  duration, frequency and time of interventions,
  group size, and instructor skill level
• Individual problem-solving model or standardized
  intervention protocol for intervention tiers

4
What is Responsiveness to Intervention (RTI)?
(continued)

1. Screening and progress monitoring to assess
   entire class progress and individual student
   progress
2. Explicit decision rules for assessing learners
   progress (e.g., level and/or rate)
3. Fidelity measures to assess consistency of
   instructional methods and curriculum

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Continuum of School-Wide Instruction
Tertiary Intervention (5) Specialized
Individualized Systems for Students with
Intensive Needs
5
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Secondary Intervention (15) Specialized
Group Systems for Students with At Risk
Performance
Primary Instruction (80) School-/Classroom-wide
Systems for All Students, Staff and Settings
80 of Students
Adapted fromWhat is School-Wide PBS?
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Simplified RTI Procedure Four Parts

• All children in a class, school, or district are
  tested once in the fall to identify those
  students at risk for long-term difficulties
• The responsiveness of at-risk students to general
  education instruction (Tier 1) is monitored to
  determine those whose needs are not being met and
  therefore require a more intensive intervention
  (Tier 2 Small Group)

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Simplified RTI Procedure Four Parts (continued)

1. For at-risk students, a research-validated Tier 2
   intervention is implemented student progress is
   monitored throughout and students are re-tested
   after the intervention
2. Those students who do not respond to validated
   intervention are identified for
   multi-disciplinary team evaluation for possible
   disability determination and special education
   placement

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Advantages of RTI Approach

• Provides instructional assistance in a timely
  fashion (e.g., NOT a wait-to-fail model)
• Helps ensure a students poor academic
  performance is not due to poor instruction or
  inappropriate curriculum
• Informs teacher and improves instruction because
  assessment data are collected and closely linked
  to interventions

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Advantages of Using RTI Approach (continued)

• In some RTI models, nonresponders are not
  labeled
• to avoid stigma
• to avoid disability categories (e.g., learning
  disability, behavioral disability, mental
  retardation) that have little instructional
  validity

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Using RTI to Define Specific Learning
Disabilities (SLD) in Terms of Severe Low
Achievement

• RTI eliminates poor instructional quality as a
  possible explanation for learning difficulty
• SLD designation is used only for nonresponders
  who have received validated instruction. The
  assumption If a child does not respond to
  instruction that is effective for the vast
  majority of children, then there is something
  different about the child causing the
  nonresponse

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Using RTI as Part of SLD Identification Process

• Tier 2 intervention is viewed as the test to
  which at-risk students respond for determining
  disability
• Using an appropriate measurement tool, response
  to Tier 2 intervention needs to be measured and
  categorized as either
• Responsive to intervention (not SLD)
• Unresponsive to intervention (evaluate for SLD)

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EIS Provides an Assessment /Intervention
Framework within General Education

• Early intervening services (EIS) is a process for
  ensuring students receive appropriate learning
  experiences in general education
• The students response to EIS is very informative
  if a disability is considered as an explanation
  of the childs difficulties
• RTI can be used as a component of SLD
  determination to assure the childs difficulties
  are adequately addressed

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Implementing an RTI Approach 5 Dimensions

• Number of tiers (2-5 this example uses 3)
• Nature of preventive intervention
• Individualized (e.g., problem solving)
• Standardized scientific research-based protocol
• How at-risk students are identified
• Percentile cut on norm-referenced test
  (screening)
• Cut-point on curriculum-based measurement (CBM)
  with 5 weeks of CBM progress monitoring

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Implementing an RTI Approach 5 Dimensions
(continued)

• How response is defined
• Final status on norm-referenced test or using a
  benchmark
• Improvement from pretest to posttest
• CBM slope and final status
• What happens to nonresponders
• Comprehensive multidisciplinary evaluation to
  distinguish
• specific learning disability (SLD)
• behavioral disability (BD)
• mental retardation (MR)
• speech-language impairment (SLI)

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Resource

• www.nrcld.org