RtI

__Defined __ According to the CDE, response to intervention (RtI,) is "a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards based instruction and intervention that is matched to students' academic, social-emotional, and behavioral needs" (CDE, 2011). **All students** fit under RtI, and therefore no child can be ignored. This way all student's needs can be met, whether they are on target, above it, or below it. For more info., view the video: [|Meeting the Needs of All Students]
 * Response to Intervention **

__Core Principles__ A few core principles listed by the CDE which seem to have particular relevance to my current classrooms experiences and other information in this module are:
 * Intervention at the earliest indication of need is necessary for student success
 * Student results improve when ongoing academic and behavioral performance data inform instructional decisions
 * A comprehensive system of tiered interventions is essential for addressing the full range of student needs. (The Colorado Department of Education, 2008)

__The RtI Triangle__



The CDE provides a multi-tiered model of instruction and intervention in which 3 basic tiers exist without separation, as movement between levels of need are fluid. These titles for these tiers are: Intense level (chronic,) Targeted level (at-risk,) and Universal level (preventative.) The model also emphasizes the importance of family and community involvement in the students' education, in addition to formal schooling. (The //RtI triangle // can be found under files listed on this page.)The three tiers are used to create curriculum and instruction which will meet the needs of all students. The first (Universal) tier is the core instruction and focuses on all students. Although all students are covered under this tier, it is important to remember that the learning styles of students are varied and therefore flexible grouping and differentiated instruction which target specific skills and ability levels should be incorporated in instruction. The second (targeted) tier is the supplemental instruction provided to students who are not meeting the instructional goals of tier one. The third (intensive) tier provides intensive support that is skill specific, students in this tier often receive one-on-one and small group instruction, sometimes outside of the classroom (The Colorado Department of Education, 2008.)

__Assessing Students__ As mentioned above in core principles, student success is dependent on early detection of need. Therefore, the Colorado Department of Education (2008) requires schools to routinely review all students’ progress "through district-level and building-level universal screening tools" (p.11). These tests can help the teacher to differentiate and adjust their instruction to the needs of the class. Routinely assessing students through formal tests and informal observations will also indicate whether students are underachieving and require intervention assistance. However, before a student is moved from tier one, they should be given a more focused assessment based on a specific skill. Evaluations (both formal and informal,) should then take place on a weekly basis along with discussions among members of the assigned problem-solving team. Students who are in tier three will require more frequent assessment, and these assessments should focus on how the student learns so as to meet their instructional needs. Once students move out of tier one they enter a problem solving process in which teachers, paraprofessionals, math or reading specialists, special education teachers, school psychologists, counselors, and other staff necessary will collaborate to create and implement a plan to decrease the gap between the student's performance and the expected benchmark. Gifted and talented students' parents should also be invited to problem-solving meetings and kept informed about the progress of the student. It is this team that is responsible for providing and implementing an intervention plan to students who are eligible for special education services. Students who are identified as gifted and talented will enter strength based interventions. (The Colorado Department of Education 2008.)

__Screening Process and Movement Through Tiers__ <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">In the beginning of the year, teachers use student data and other informal assessments to determine the level of students. If there is concern about the ability of a student the teacher should investigate this concern further. For example, if a student scores on the reading test DIBBLES, the teacher must determine what the root of the reading problem is (phonemic awareness, phonics, fluency, comprehension, or vocabulary.) Once the root of the problem is discovered the teacher must implement a strategy to improve the problem in the classroom and create a way to monitor achievement. If the student continues to struggle the teacher must re-evaluate the problem, or do further assessment testing. The teacher can also seek outside expertise and meet with a problem-solving team to determine a new strategy. While all of these steps can be done in an informal way, documentation is necessary. Through data and documentation the teacher will monitor whether intervention is successful. If the student is not making progress, the teacher may refer the student to a problem-solving team by using school documentation forms. In this process the teacher will conduct a gap analysis and the team will determine whether to move the student to tier two. Once a student is in tier two, data is collected from the teacher and a plan is made. The intervention may still be done by the teacher, unless it is unsuccessful, at which point a problem-solving team may be consulted to plan an individualized intervention. In this meeting the following must be determined: strategy or intervention, interventionist, progress monitoring tool, monitor, and follow-up meeting (no more than 6 weeks out.) Once the plan is determined the student should be monitored at least every other week, using CBM assessments, Gap analysis, and identifying error patterns. "A gap analysis should be the ultimate determining factor in deciding whether sufficient progress is being made" (Colorado Department of Education, p. 34).If the student makes sufficient progress, they will move back to tier one, if not they may be referred to tier three. If the student moves to tier three the process of intervention is similar to that in tier two, however monitoring and intervention increase in frequency and intensity. Also during tier three diagnostic testing may be intense to determine deeper root causes (such as behavior problems or learning disabilities.) If students continue not making progress and are documented as needing ongoing supports, they may be referred for a special education evaluation. If students are classified as special education they will receive an individualized education plan (IEP,) however, they will remain in the three tier system (The Colorado Department of Education 2008).

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">__Types of learning disabilities__ <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">If student progress is insufficient after on-going tier three supports they may be referred for further testing for the following issues:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Specific Learning Disability (SLD)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Significantly Limited Intellectual Capacity (SLIC)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Significant Identifiable Emotional Disability
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students with severe and low incidence disabilities
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Speech Language Impairment (SLI)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">ADHD via Physical Disability //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students with ADHA are not automatically eligible for special education services, unless they have been referred by another district. Teachers may refer students is the supports in tier one are unsuccessful. //

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">__Title 1__ <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">There are two types of title 1 schools: Title 1 school wide (whole school approach) or Title 1 targeted (focused on most at-risk.)

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">__English Language Learners (ELLs)__ <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The three tiered RtI model is also used for ELLs. "ELLs need to be provided universal supports that enhance language acquisition in conjunction with content instruction" (The Colorado Department of Education, p. 39). Students may fail to progress adequately despite ELL services and therefore will require an individualized problem solving process.Considerations when gathering data on ELL students:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Level of understanding that the ELL student has in relation to Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Data collected must be compared to other ELL students with similar background, age, and amount of English exposure
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Language acquisition must be considered as part of progress monitoring

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">__Key Concepts and Definitions:__ __Information for Parents__ Click the following link for a printable information sheet for parents [|Colorado RtI Brochure]
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Problem Solving Team: //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> must be made up of a variety of educational staff, including teachers, specialists, administrators, and parents. Team membership should include individuals who have a diverse set of skills and expertise that can address a variety of behavioral and academic needs.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Problem Solving Process //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">: a structured format used when analyzing possible reasons for a student’s academic or behavioral needs and planning interventions. Problem solving cycle- Define the problem>Analyze the problem>Develop a plan>Evaluate
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Progress Monitoring //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">: the way in which a multidisciplinary team can gather the data used to make decisions during the problem-solving process, will determine where students move between tiers.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Curriculum-Based Measurement //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> (CBM): the most effective assessment available for monitoring student progress on a specific skill.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Gap Analysis //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">: A Gap Analysis is determined by dividing the expected benchmark by the current student performance.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Instructional Strategy: //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> Teachers can use instructional strategies to guide and improve student learning. Students and teachers should utilize specific learning strategies to accomplish short- and long-term goals and objectives.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Research-Based Interventions and Research-Based Practice: //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> an intervention that produces reliable and valid data that suggests when the intervention is used with a particular group of students’ adequate gains can be expected. Effective interventions are:• <span style="font-family: 'palatino-roman','serif'; font-size: 13px;">supported by school staff, including administrators; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">• <span style="font-family: 'palatino-roman','serif'; font-size: 13px;">based in theory and are developmentally appropriate; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">• <span style="font-family: 'palatino-roman','serif'; font-size: 13px;">designed to impact the factors that are thought to lead to the problem; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">• <span style="font-family: 'palatino-roman','serif'; font-size: 13px;">integrated with other interventions; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">• <span style="font-family: 'palatino-roman','serif'; font-size: 13px;">supported with sufficient time & energy to address the problem; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">• <span style="font-family: 'palatino-roman','serif'; font-size: 13px;">implemented by people who have had sufficient training; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">• <span style="font-family: 'palatino-roman','serif'; font-size: 13px;">implemented with fidelity; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">• <span style="font-family: 'palatino-roman','serif'; font-size: 13px;">monitored to ensure that individual student outcome improves.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Instructional Intervention: //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> strategies and/or activities that are implemented to help students progress toward academic or behavioral goals. Individual interventions should be developed based on the unique needs of students.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Standard Protocol Interventions: //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> are intensive, short-term instructional interventions that follow a specified script and have research to support its effectiveness.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Skilled Discussion: //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> seeks focus and closure on a set of actions. Norms should also be developed in skilled discussions that allow members to sort and analyze data, information, and suggestions.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Data-Driven Dialogue: //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> Collective process designed to share common understanding of issues and events using a variety of sources. (The Colorado Department of Education, 2008, pages 17-22.)

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">__RtI in my School:__ <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I have observed in my partner school the use of assessments at the beginning of the year to determine the level of students and appropriate groupings. The formal data sources include DIBBLES tests. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Curriculum was created based on state and district standards. District standards and benchmarks can be found on the Adams 14 website. Reading, writing, and math curriculum are also scripted by the district, and lessons allow particular amounts of time for particular skills. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students' ability levels are varied and all three tiers are represented. Students from tier three receive pull-out services in which they leave the classroom several times a week. Tier two students have been identified but are currently receiving little support, and are not (or not closely,) being monitored by the problem-solving team. Tier two and three students occasionally receive small group instruction during math lessons, and are receiving regular support from a paraprofessional during reading. Tier one students receive a moderate level of differentiated instruction.

__Data Teams__ My partner school uses school wide data teams, which are broken up into smaller groups by grade levels. Each teacher in the grade plays an important, specific role in their data team. The teachers attended a two day seminar about how to gather and use data in their classrooms. They are currently following a four week cycle which looks like this: Week one: choose a priority skill, and pre-assess students. Week two: teachers meet and discuss the results of the pre-assessment. They discuss what the root of the problem may be for lower scores, they decide on common strategies to improve scores, they make a plan for creating and implementing a curriculum to improve scores over the next two weeks, they agree on a proficiency goal for their students (this goal take into account not only the hard data from the pre-assessment, but also the background of the students, such as knowing that they learned this last year and it will be a matter of review so the goal should be higher than expected.) Week four: give a post assessment and meet to discuss scores. For more information on data teams, including a comparison of data team techniques, follow the link below: Data Team Meetings

References for this page:

CDE (2011, May 16). Response to Intervention. Retrieved from []

The Colorado Department of Education (2008). Response to Intervention: A Praticioner's Guide to Implementation. Retrieved from []