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Florida Statewide Response to Instruction/Intervention (RtI) Implementation Plan (pdf)

This report provides the RtI framework to assist districts with critical components, definitions and applications of RtI to support the development of schoolwide RtI implementation. It provides an overview of the status of implementation of RtI in Florida, addresses the components and implementation of tiered instruction, and includes funding considerations, a sample implementation assessment, and an overview of the application of RtI to English language learners and special education eligibility. The report was prepared by the Bureau of Exceptional Education and Student Services of the Florida Department of Education in 2008. It is housed on Florida’s Response to Intervention website.

Response to Intervention: Georgia’s Student Achievement Pyramid of Interventions

This 2008 document, developed by State Superintendent Kathy Cox along with a guidance committee, serves as a guide for implementation of Response to Intervention (RtI). The purpose of the report is to provide a common understanding and language of RtI, practical implementation ideas, and resources for continued professional learning. It also addresses the four-tiered approach to instruction, specific interventions, information on fidelity of implementation, and the role of the family. It is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention – Establishing a Common Understanding, English Language Learners (ELLs)

This presentation, developed for a Response to Intervention (RtI) webinar on February 20, 2009, begins by providing an overview of the Georgia Student Achievement Pyramid of Interventions. It outlines the four tiers of instruction and intervention, and non-negotiables and procedures for each tier. It then examines RTI and English language learners (ELLs), specifically providing information on the English for Speakers of Other Languages (ESOL) program as a Tier 4 intervention. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Alaska Reading First Summit Website

In February 2008 the Alaska Department of Education & Early Development hosted the 3rd Annual Reading First Summit. This website contains links to presenter handouts from the Summit. Topics addressed include: the implementation of Reading First and RTI, adapting Tier 1 reading instruction for struggling readers, effective instruction for English language learners, interventions for struggling readers, and the use of data.

Effective Instruction: Strategies for English Language Learners (pdf)

This presentation provides an overview of evidence-based recommendations for effective instructional approaches and interventions for ELLs. The presentation also provides guidance on determining the service delivery model and content of the instruction to match student need, and acquiring specific instructional strategies for ELLs that can be immediately applied in the classroom This presentation was given by Frances Bessellieu and Carrie L. Cole, of Side by Side K-12 Consulting, at the Alaska Reading First Summit held in February 2008. The presentation is one of several resources housed on the Alaska Reading First Summit website.

The California School Psychologist Journal

These articles from The California School Psychologists’ Journal focus on RTI models and implementation. Specific articles focus on the process for identification of learning disabilities, issues related to children in preschool, implementation for English Language Learners, and professional development challenges. Overall, the articles discuss existing RTI models, their characteristics, and the advantages and challenges of implementing RTI, including methods for effective implementation.

Response to Intervention – Idaho: Connecting the Pieces (pdf)

This guidance document provides an overview of the RTI framework in Idaho. It presents the latest research on various topics related to RTI, describes the essential components of RTI, and outlines a process for implementing the RTI model. It also explores specific considerations when implementing RTI, such as implementation at the secondary level, the role of RTI in specific learning disability eligibility for special education, and the use of RTI with English Language Learners (ELLs). The guidance document is intended to assist district and school administrators with understanding the various aspects of RTI and how to implement it within their schools. The guidance document was developed by the Idaho State Department of Education Response to Intervention State Leadership Group in June 2009.

Addressing ELL Issues in a Multi-Tier System (pdf)

This presentation provides an overview of a school district’s three-tiered instructional model and how issues pertaining to the instruction of English language learners (ELLs) are addressed within the model. It describes the four components of a reading block framework—small group, literacy centers, whole group, and skills-based instruction—and how these components are implemented within the three-tiered model. Handouts accompanying the presentation include observation and walkthrough checklists, a sample team meeting agenda, a tier two intervention data sheet, and a literacy coach plan, among other resources. This presentation was developed by school administrators for the Kansas MTSS Symposium in September 2008.

RTI and ELLs Policies (word)

This document sets forth general guidelines for district teams in South Carolina to follow in determining RTI services to English Language Learners (ELLs) beyond Tier I instruction with all appropriate accommodations and modifications. The document was developed by the South Carolina Department of Education in April 2009.

Response to Intervention - Guidance for New York State School Districts

The purpose of this guidance document is to describe features or components of an effective RtI model by defining RtI as a multi-tiered early prevention system designed to improve outcomes for all students.  The chapters of this document provide guidance on:

• minimum requirements of an RtI program:
  • appropriate instruction,
  • screenings applied to all students,
  • instruction matched to student needs,
  • repeated assessments of student achievement,
  • application of student information to make educational decisions, and
  • notification to parents;
• school district selection of a specific structure and its components;
• staff knowledge and skills needed to implement an RtI program; and
• use of RtI data in determining if a student has a learning disability.

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