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Programs for Students with Specific Learning Disabilities

This website provides information on Wisconsin’s criteria and programming for children with specific learning disabilities (SLD). It describes the criteria for the identification of children with specific learning disabilities and significant developmental delays, offers information on programming and training, and also points to other resources for additional information on SLD. This website is maintained by the Wisconsin Department of Public Instruction.

Memo: Information on the Use of SLD Criteria (word)

This memo addresses questions relating to IDEA 2004 and its impact on Specific Learning Disabilities (SLD) evaluation criteria. The memo was sent (via email) by Stephanie J. Petska, Director of the Special Education Team, Wisconsin Department of Public Instruction, to Wisconsin Special Education and Pupil Services Directors on March 1, 2006.

The Individuals with Disabilities Education Improvement Act of 2004: Implications for educators who Implications for Educators who Work with Students with SLD, Selected Excerpts

This presentation discusses two provisions of IDEA 2004: Early Intervening Services and Specific Learning Disabilities (SLD) Eligibility Criteria. It provides a summary of both provisions and highlights research associated with them. The presentation then provides an overview of RTI, touching on tiered support systems, different models of RTI, documentation and goals of RTI, and challenges to implementation. This presentation was developed in April 2005 by Paula Volpiansky, a consultant for Collaborative School Initiatives, for the Wisconsin Department of Public Instruction.

Milwaukee Public Schools: Optimizing Success through Problem-Solving

This website provides information on Optimizing Success Through Problem Solving, a Milwaukee Public Schools school improvement initiative based on the problem solving process and focused on student achievement. The website delineates the specific requirements and goals fostered in schools participating in the initiative.

Wisconsin Response to Intervention/Instruction Website

This resource is Wisconsin’s Response to Intervention/Instruction Website. The website presents information on the content and implementation of the state’s RTI framework. It also includes links to current RTI resources from Wisconsin. The website is maintained by the Wisconsin Department of Public Instruction.

Response to Intervention: How can we make it work in Wisconsin?

This presentation introduces some of the central concepts of RTI and discusses ways to implement RTI in a collaborative way that supports a common vision and mission, with a focus on the state of Wisconsin as an example. It emphasizes that through high quality instructional practice, continuous review of student progress, and collaboration, implementation of the RTI model can result in high levels of academic and behavioral success for all students. The presentation was developed by the Wisconsin Department of Public Instruction. It is housed on Wisconsin’s Response to Intervention/Instruction website.

Wisconsin Response to Intervention (RtI) Self-Assessment for Schools and Districts (pdf)

This tool is intended to assist school or district level teams in discussing and reflecting on their readiness to implement an RTI system. The tool will help teams assess the alignment of an existing school/district structure to Wisconsin’s guiding principles about RtI and the essential elements of RtI: high quality instruction, continuous review of student progress, and collaboration. This tool was developed by the Wisconsin Department of Public Instruction Response to Intervention cross-departmental workgroup in conjunction with state external partners. It is housed on Wisconsin’s Response to Intervention/Instruction website.

Texas Education Agency's Response to Intervention Website

This Response to Intervention (RtI) website was developed by the Texas Education Agency (TEA) with contributions from the RTI Coordinating Council. The website contains a 2008-09 handbook on RTI guidance, interactive reference tools, and information on funding for RTI. Also available is a mailing list, service center support contact information, and a list of web-based resources, where additional information can be found.

2008-2009 Response to Intervention Guidance (pdf)

This handbook provides an extensive definition of RTI, including an overview of the benefits of RTI, and information on the multi-tiered model, fidelity of implementation, and monitoring student progress. It also discusses using an RTI model to address behavioral concerns, and state and federal financial support for RTI. An interactive version of the handbook is also available. The handbook was developed in 2008 by the Texas Education Agency, with contributions from the Response to Intervention Coordination Council (RtICC).

Using Response to Intervention (RTI) for Washington’s Students (pdf)

This 2006 handbook is designed to: (a) explain the principles and components of the RTI process; (b) provide guidelines related to decision making within a RTI system; (c) recommend how to use RTI data in identifying specific learning disabilities; (d) answer common questions; and (e) identify additional resources that school districts may use in developing their own RTI systems. The handbook was released by Washington’s Office of Superintendent of Public Instruction.

A Guide to the Kentucky System of Interventions (pdf)

The Kentucky System of Intervention (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12. The Kentucky Department of Education (KDE) developed this guidance document in 2008 to provide resources in planning and decision making as districts and schools develop a system of intervention to meet the needs of all students. The document provides an overview of KSI; a description of roles and procedures for each tier of a three-tiered system of intervention; a glossary of commonly used RTI terms; and resources for further information and guidance. The document is also available online (divided into separate electronic files by section), on the Kentucky State Department of Education website.

Arkansas Literacy Intervention Matrix

The Arkansas Literacy Intervention Matrix Website provides resources to use with all students (including those with disabilities) to facilitate mastery across the five essential elements of literacy. The lessons are organized by grade level and include Tier II, III, IV, and V interventions to use when students are not acquiring critical literacy skills in the curricula. The Website was developed by the Arkansas Department of Education—Special Education Unit through the Arkansas State Improvement Grant.

The Response to Intervention (RTI) Model: Technical Assistance Paper (pdf)

This 2006 brief describes RTI and the three tiers of intervention, explains how it differs from the discrepancy model, and provides guidance on how it may be used to identify and instruct students at risk of failing. It includes a question and answer section and appendices with information on federal and state initiatives, implementation examples, and a flowchart of intervention tiers. The brief was produced by the Bureau of Exceptional Education and Student Services at the Florida Department of Education.

Florida’s Problem Solving & Response to Intervention Project

This website is the gateway to the Florida’s Problem Solving & Response to Intervention Project. It houses all types of resources about RTI, including definitions, project newsletters, presentations, and links to other organizations’ websites where further information may be found. It also includes information on the demonstration districts where it is conducting its pilot study. The Project is a collaboration between the Florida Department of Education and the University of South Florida.

Florida RTI Update, Summer 2007 (pdf)

This 2007 brief includes two articles. One provides an overview of RTI and the other describes how the state of Florida is conducting their statewide initiative that has both pilot sites and statewide training. Florida’s Problem Solving & Response to Intervention Project of the University of South Florida produced the brief.

Florida RTI Update, Spring 2008 (pdf)

This 2008 brief includes two articles. One describes how a school district has piloted an RTI model. The other explains the importance of data in program implementation and evaluation. Florida’s Problem Solving & Response to Intervention Project of the University of South Florida produced the brief.

Florida RTI Update, Summer 2008 (pdf)

This 2008 brief includes articles that provide information and examples on how data may be used to implement an RTI model and evaluate its progress. One article provides an update of one school’s efforts to implement RTI in their school by describing areas of success and where they still need to focus their efforts. Florida’s Problem Solving & Response to Intervention Project of the University of South Florida produced the brief.

Establishing a Data-based Decision-making System

This 2006 presentation provides information on how to analyze data on referrals in order to assess student needs and improve the quality of behavioral and instructional interventions. The presentation was produced by the Florida Positive Behavior Support Project at the University of South Florida, and would be most useful to school level administrators who seek more information to set up a data-based decision-making system for interventions. It is one of several resources housed on Florida's Response to Intervention website.

Bidders' Conference: Problem Solving and Response to Intervention (pdf)

This 2007 presentation describes Florida’s Problem Solving & Response to Intervention Project and provides an overview of RTI. It discusses Florida policy concerning Exceptional Student Education, and would be particularly useful for school and district administrators. Florida’s Problem Solving & Response to Intervention Project gave the presentation at the 2007 Administrator Orientation Meeting.

The Florida Center for Reading Research: Interventions for Struggling Readers – RTI

This website provides Response to Intervention (RtI) tools relating to literacy for elementary students, including reports on the status of RtI implementation in Florida, the statewide implementation plan, and regularly updated intervention news. It also includes principals’ guides to interventions, information on supplemental programs, and other recommended reading. The website was developed by the Florida Center for Reading Research.

Using an RTI Model to Guide Early Reading Instruction (pdf)

This 2007 research paper addresses the impact of the Response to Intervention (RtI) instructional model on rates of identification of students with learning disabilities in Florida. Joseph K. Torgesen asserts that if schools spend significant amounts of time experimenting with interventions before they refer students for potentially more powerful special education services, the RTI instructional model could actually delay the identification of students for needed instructional services. This could produce an outcome in which rates of identification of students with learning disabilities would increase once students move to upper grades in which the RTI instructional model is not currently being implemented.

Florida Response to Intervention Website

Florida’s Response to Intervention website was developed by the Florida Center for Interactive Media through a special project funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services. The website provides resources pertaining to Florida’s RTI model and partnerships. The website also provides links to external resources that provide additional information on a range of topics related to RTI, including: curriculum-based measurement, use of data, interventions, problem-solving, progress monitoring, research, and tiered systems of service delivery.

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.

A Principal’s Action Plan Outline for Building a Successful School-Wide Intervention System (pdf)

This chart, developed for use by principals, serves as a reference guide for implementing a successful school-wide intervention system. The common traits of successful schools are identified as: strong leadership, positive beliefs, data analysis, effective scheduling, professional development, scientifically based intervention programs, and parent involvement. The action plan chart was developed by the Florida Center for Reading Research.

Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcome (pdf)

This report addresses improving the effectiveness of interventions for struggling readers in schools practicing Reading First. Information was collected by observing schools in Florida that were most effective in providing literacy interventions; the common traits of these schools are presented in the report with recommendations for providing successful interventions. The Florida Center for Reading Research developed this report at the request of the Just Read, Florida! Office.

A Principal’s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools: A Brochure (pdf)

This brochure provides an overview for principals on delivering intensive reading interventions to students at risk for reading difficulties. It features frequently asked questions regarding the delivery of intensive interventions, the characteristics of effective interventions, and the provision of intensive interventions to struggling readers in grades K-3, among other topics. The brochure was developed by Just Read, Florida! in conjunction with the Florida Center for Reading Research.

Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs

A link off the main website for the Florida Center for Reading Research, this website provides information on supplemental and comprehensive intervention reading programs. Comprehensive Intervention Reading Programs (CIRP) guide more intensive instruction in all five of the essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Supplemental Intervention Reading Programs (SIRP) are intended for flexible use as part of differentiated instruction or as interventions that meet student learning needs in one or more specific areas.

Tier 3 Intervention Programs

A link off the main website for the Florida Center for Reading Research, this website provides information on programs that are intended for Florida students who are in need of more intensive reading instruction. Also included is a list of more narrowly focused programs that provide explicit instruction in a specific component of reading skills. Each program listed contains a PDF with more in-depth information.

Recommended Reading About Interventions: Principles of Effective Instruction and Intervention

A link off the main website for the Florida Center for Reading Research, this website contains a list of resources recommended for further reading on principles of effective instruction and intervention.

Comprehensive Student Support System: Responding to Student Needs

The CSSS School is a newsletter sponsored by the Hawaii Department of Education. It highlights practices that enhance schools' academic, social, emotional, and physical environments so that all students can succeed. The August 2008 newsletter highlights Response to Intervention (RTI). It provides a general description of RTI, delineates RTI core principles and components, and gives a brief overview of policies related to RTI. It concludes with a case study to illustrate RTI in practice.

Kansas Multi-Tier Systems of Supports (MTSS) Website

This resource is the main website for Kansas’s Multi-Tier Systems of Supports (MTSS). It provides an overview of Kansas MTSS, answers to frequently asked questions regarding MTSS, resources related to MTSS, and information on MTSS training (both academic and behavior). The website was created and is maintained by the Kansas State Department of Education.

Kansas Multi‐Tier System of Supports – Innovation Configuration Matrix (ICM) (pdf)

This tool is intended to assist in the understanding of the principles and practices of a Multi‐Tier System of Supports (MTSS) and what they look like when implemented within a district or building. It can also be helpful in guiding critical discussions among leadership and staff. The tool was developed in August 2008 by the Kansas State Department of Education. It is housed with other MTSS resources on the main Kansas MTSS website.

Kansas MultiTier System of Supports – Research Base (pdf)

This 2009 handbook was created by the Kansas State Department of Education to assist in the understanding of the research base that underlies the principles and practices of Multi-Tier Systems of Supports (MTSS). It lists the main components of MTSS, provides a brief description of each component, and then highlights some of the main pieces of work that have been done to provide a starting point for further research on the component. The document is structured to align with the resource titled Kansas Multi‐Tier System of Supports: Innovation Configuration Matrix (ICM). Both resources are housed on the main Kansas MTSS website.

Kansas MultiTier System of Supports – Academic Structuring Guide

This 2009 handbook was released by the Kansas State Department of Education to assist schools in creating the structures necessary to begin the implementation of a Multi‐Tier System of Supports (MTSS). It serves as a workbook for schools working with recognized facilitators or as a do‐it‐yourself guide for schools working independently. The handbook provides an explanation of why each of the components are important, describes steps that have helped other schools successfully implement MTSS, and offers a range of tools to assist with implementation (electronic versions of the tools included in the handbook are also available). This document is a companion document to the resource titled Kansas Multi‐Tier System of Supports: Innovation Configuration Matrix (ICM). Both resources are housed on the main Kansas MTSS website.

Kansas MultiTier System of Supports – Elementary Academic Implementation Guide, Beginning of the Year

This 2009 handbook was released by the Kansas State Department of Education to assist schools in making the decisions necessary to begin the implementation of a Multi‐Tier System of Supports (MTSS). The handbook provides guidance on preparation for implementation, data collection and validation, and designing groups and instruction. It also offers a range of tools to assist with implementation (electronic versions of the tools included in the handbook are also available). This document is a companion document to the resources Kansas Multi‐Tier System of Supports: Innovation Configuration Matrix (ICM) and Kansas Multi‐Tier System of Supports: Elementary Academic Structuring Guide. All of the resources are housed on the main Kansas MTSS website.

Kansas MultiTier System of Supports – Elementary Academic Implementation Guide, Middle of the Year

This 2009 handbook was released by the Kansas State Department of Education to assist schools in making the decisions necessary to begin and support the implementation of a Multi‐Tier System of Supports (MTSS). The handbook provides guidance on supporting implementation of MTSS, improving and refining the system once it is in place, creating a self-correcting feedback loop and culture of sustainability and celebrating successes. It also offers a range of tools to assist with implementation (electronic versions of the tools included in the handbook are also available). This document is a companion document to the resources Kansas Multi‐Tier System of Supports: Innovation Configuration Matrix (ICM) and Kansas Multi‐Tier System of Supports: Elementary Academic Structuring Guide. All of the resources are housed on the main Kansas MTSS website.

Secondary Multi‐Tier System of Supports Fact Sheet (pdf)

This fact sheet provides an overview of why secondary schools need to implement a Multi‐Tier System of Supports (MTSS), and the research at the secondary level that supports MTSS principles and practices. It was released by the Kansas State Department of Education in 2008. The document is housed with other MTSS resources on the main Kansas MTSS website.

Kansas Multi‐Tier System of Supports (MTSS) Brochure (pdf)

This brochure provides a brief overview of the principles, practices, and goals of a Multi‐Tier System of Supports (MTSS). It was released by the Kansas State Department of Education in 2008. The brochure is housed with other MTSS resources on the main Kansas MTSS website.

Memo: Partners in Change (pdf)

This 2007 letter was written and disseminated by Alexa Posny, Kansas Commissioner of Education, to all Kansas educators to describe and rally support for the implementation of a Multi‐Tier System of Supports (MTSS) state-wide. The letter provides an overview of the principles, practices, and goals of MTSS, and describes next steps in its implementation in the state. It is housed with other MTSS resources on the main Kansas MTSS website.

Kansas Multi‐Tier System of Supports (MTSS) Definition & Belief Statements (pdf)

This fact sheet defines Multi‐Tier System of Supports (MTSS), and delineates the core beliefs underlying the model and how to achieve the core beliefs. The fact sheet was developed in 2009 by the Kansas State Department of Education. It is housed with other MTSS resources on the main Kansas MTSS website.

Kansas Timeline to Multi‐Tier System of Supports (MTSS) (pdf)

This fact sheet provides a timeline detailing the steps in adopting and implementing a Multi‐Tier System of Supports (MTSS) in Kansas from 1992 through 2008. It highlights policy changes, decisions rendered by the Kansas Department of Education, and capacity building activities that drove the adoption and implementation of MTSS in the state. It is housed with other MTSS resources on the main Kansas MTSS website.

Kansas Schoolwide PBS: Behavior Resource Website

This resource is a website for Kansas’s Multi-tier System of Supports for Behavior (MTSS-B), which is defined as a set of strategies for preventing problem behavior that utilizes evidence-based research in applied behavior analysis and the field of systems change. The website is designed to allow schools and districts interested in MTSS for Behavior to find tools, materials, and resources efficiently. It provides resources relating to: district-wide planning for MTSS-B; forming a district leadership team; introducing the model to schools; using data-based decision making in MTSS-B; building district capacity for implementing MTSS-B; community involvement in MTSS-B; and cultural competence. The website links back to the main Kansas MTSS website.

Nevada Department of Education Policy Statement: Response to Scientific, Research-based Intervention (pdf)

This policy statement was released by the Nevada Department of Education in April 2007. The statement was disseminated to parents of students across the state to inform them of Nevada’s support of the development of an overarching system of providing scientifically-based curriculum and instruction. It explains what such a system entails in terms of intervention plans, and reaffirms parents’ continuing right to request an evaluation of their child to determine eligibility for special education programs.

2008 Nevada State Improvement Plan (pdf)

The 2008 Nevada State Improvement Plan, prepared by the Nevada Department of Education, describes the efforts the state is undertaking to effectively deliver a rigorous and relevant standards-based education that increases achievement, reduces the achievement gap, and prepares each student for post secondary college and career readiness. As part of the state’s action plan, the expansion of effective implementation of evidence-based intervention systems is discussed, including the development and institutionalization of Response to Intervention systems.

Innovation Adoption Readiness Model (IARM) for Response to Intervention (RTI) (excel)

This 2008 resource presents the Innovation Adoption Readiness Model (IARM) for Response to Intervention (RTI), a tool that offers a series of questions that allows districts and schools to rate themselves on readiness for implementing RTI. The questions pertain to the foundations for and components of RTI, including: leadership, high quality classroom instruction, universal screening, structured problem-solving process, evidence-based interventions, continuous progress monitoring, and system implementation fidelity. The tool also probes other elements necessary to support an effective RTI model, including: administrative support, principal as change facilitator, presence of “innovation change facilitators,” networks to other schools, change interventions, dimensions of professional learning communities, and organizational innovativeness. This tool was prepared for the Nevada Department of Education by Edward P. Caffarella of the State University of New York College at Cortland.

Responsiveness to Instruction (RTI) Readiness Tool (pdf)

The purpose of this self-assessment tool is to help schools determine their current readiness status for RTI implementation, with a focus on fidelity and integrity of their model. The tool addresses the critical components in an RTI model of student support and can be used as an action planning instrument to help schools determine “next steps” in RTI implementation. The tool was developed by the Vermont Department of Education in 2007.

RTI Readiness Memo - IDEIA Focus Topic: Identification of Specific Learning Disabilities Using RTI (pdf)

This 2006 memo, written by Karin Edwards, Director of Student Support, was distributed to Vermont Special Education directors, principals, and superintendents. The memo addresses what RTI is, what the implications of its implementation are for local districts, and what the Vermont Department of Education has planned as its next steps.

Responsiveness to Instruction (RTI) Topic Group Report (pdf)

This document was generated by the Vermont Responsiveness to Instruction (RTI) Topic Group as their end of series report to the Vermont Department of Education. The group met over a period of eight months to study RtI and to consider the changes in the IDEIA 2004. Their report identifies possible next steps for using RTI in lieu of the discrepancy model for identification of students with specific learning disabilities, and includes implications for change within general education in order for this to occur.

A Student Support Method to Attain School Quality Standards Using RTI as a Decision-Making Tool (pdf)

This tool was developed by the Vermont Department of Education in 2007 to help school teams make decisions about how already existing practices support a decision-making RTI model. The tool provides a framework to help teams develop a plan that identifies next steps for the implementation of RTI.

Documentation of RTI Implementation Plan Guidance (pdf)

In order to comply with Vermont Department of Education Special Education Regulation 2362.1(b)(1)(iii), local educational agencies (LEAs) must submit documentation of intent to implement a problem solving, responsiveness to instruction model prior to the identification of students under the disability category of Specific Learning Disabilities (2362.1). This document is provided to LEAs by the Vermont Department of Education to help guide them through the key elements of RTI when preparing their submission.

Worksheet Form for Documentation of Intent to Implement RTI (pdf)

This is a blank worksheet provided by the Vermont Department of Education to LEAs for documenting their responsiveness to instruction plans. The worksheet lists components of RTI implementation and provides space for the LEAs to fill in their implementation evidence/plan for each component.

Field Memo: FM#08-07 Specific Learning Disability Determination (pdf)

This memo further articulates Vermont regulations regarding the identification of a specific learning disability (SLD). It delineates the conditions that must be met whether using a discrepancy model or responsiveness to instruction model to establish the existence of an SLD. It also describes the documentation that must be a part of a comprehensive evaluation within a responsiveness to instruction/intervention (RtI) model of student support. This memo was developed in May 2008 by Karen Edwards, Director, Student Support Team, Vermont Department of Education.

An Inventory of Practice to Meet the Needs of ALL Learners: General Education Core Instructional Practices - An Inventory of Classroom Practice (pdf)

This tool identifies the system that must be in place in order to implement response to instruction (RtI). It is intended to be used to take an inventory in order to assess program efficacy, class progress, and student progress in RtI. It provides space for documenting the General Education Core Instructional Program, Supplemental Instruction/Intervention, and Special Education Evaluation for SLD. This tool was developed in September 2008 by the Vermont Department of Education.

Guidance Concerning Early Intervening Services (word)

This document provides definitions of terms including early intervening services (EIS), response to intervention (RTI), three-tiered intervention model, scientifically-based interventions, and positive behavior supports. It also includes responses to frequently asked questions regarding RTI and EIS, specifically questions concerning identifying students and allocating funds for EIS. The document was produced in May 2006 by the South Carolina Department of Education, Office of Exceptional Children.

Student Support Teams Manual (pdf)

The purpose of this manual is to provide an overview of Student Support Teams (SSTs) and how to implement them in local schools. The 2nd edition contains revised forms and procedures. The manual was developed as part of the District of Columbia State Improvement Grant, District of Columbia Public Schools, in 2006. It is housed with other SST resources on the District of Columbia State Improvement Grant website.

Response to Intervention (RTI) (pdf)

This brief gives an overview of the components of RTI, including screening/benchmarking, implementation of interventions, progress monitoring, and decision-making. It also addresses the use of RTI in the identification of learning disabilities in students. The brief was prepared by the Oklahoma State Department of Education to address provisions of the Individuals with Disabilities Education Act (IDEA) of 2004.

Curriculum Programs 2008 (pdf)

This handbook, developed by the Oklahoma State Department of Education Office of Standards and Curriculum in 2008, outlines various curriculum projects that will be implemented in the Oklahoma school system, including RTI. The Curriculum Team will work in cooperation with Special Education Services staff to implement RTI in Oklahoma at 21 elementary pilot sites in mathematics and reading.

WORKING DRAFT – Making Student Achievement the Focus: A Five-year Action Plan

This action plan seeks to refine, define, and sequence the steps the District of Columbia is taking to achieve the goals of the Master Education Plan (MEP). One of the steps outlined to improve special education within the District of Columbia is the implementation of response to intervention (RTI) to prevent the over-identification of special education students. The action plan was developed by the District of Columbia Public Schools; the version provided is a working draft as of October 2008.

Missouri Response to Intervention (RtI) Website

This RtI Website was developed and is maintained by the Missouri Department of Elementary & Secondary Education, Special Education Division. The website compiles various resources on three-tiered models of school improvement. The site focuses on the general category of Response to Intervention (RtI), and includes information on three-tiered models such as Positive Behavior Supports (PBS), Professional Learning Communities (PLC) and Reading First. Missouri implementation sites are listed, as well as links to other resources available to help facilitate the implementation of RtI approaches.

RtI Sample Evaluation (pdf)

This RtI sample evaluation form is provided by the Missouri Department of Elementary & Secondary Education, Special Education Division. It includes sections to document case history, tests administered, current screening/evaluation results and analysis, and conclusions regarding the determination of a specific learning disability. This resource is housed with other RTI resources on the RTI website maintained by the Missouri Department of Elementary & Secondary Education.

State of Missouri Guidance for Identification Of Specific Learning Disability (SLD) (pdf)

This procedure provides guidance on the two methods of determination used in the State of Missouri for identifying whether a student has a SLD – the RTI model and the pattern of strengths and weaknesses (“discrepancy”) model. The definition of SLD is provided as well as additional sources of information that should be considered during the evaluation process. The document goes on to describe the two models in more detail, how data collected during the evaluation process should be used when determining eligibility for a SLD, and the state and federal regulations that accompany the participation of SLD classified children in RTI. This document was released by the Missouri Department of Elementary and Secondary Education, Special Education Division, in June 2008. It is housed with other RTI resources on the RTI website maintained by the Missouri Department of Elementary and Secondary Education.

State of Missouri RtI Guidelines: Appendix A (pdf)

This document offers guidance for school districts in Missouri regarding the process for determining eligibility for special education services. It also describes what policies a district must develop if it is using the RTI process to determine eligibility (e.g., written policies related to intervention selection criteria, number of interventions and sessions required, documentation of intervention integrity, and frequency and duration of progress monitoring). The document concludes with a list of web resources that can assist districts in these efforts. This document was released by the Missouri Department of Elementary and Secondary Education, Special Education Division, in June 2008. It is housed with other RTI resources on the RTI website maintained by the Missouri Department of Elementary and Secondary Education.

School-wide Positive Behavior Support (SW-PBS): An Introduction (pdf)

This presentation details the type of School-wide Positive Behavior Support (SW-PBS) resources provided to Missouri school districts by the State coordinator. The presentation defines and outlines the 7 components of SW-PBS, as well as providing an overview of the training that is provided to school teams. Data are presented showing a 51% decline in office discipline referrals in an elementary school where SW-PBS has been implemented. The presentation also provides web resources, contact information, current initiatives, and details on beginning a SW-PBS program. This document was released by the Missouri Department of Elementary and Secondary Education’s SW-PBS State Coordinator in Fall 2007.

Response to Intervention (RtI) - Early Intervening Services (EIS) (pdf)

This presentation from the Missouri Department of Elementary & Secondary Education defines Response to Intervention (RTI) and Early Intervening Services (EIS), both part of the reauthorization of IDEA in 2004. The RTI model and the pattern of strengths and weaknesses (“discrepancy”) models are both detailed. The definition of SLD, methods of determining eligibility for a SLD, and state and federal regulations for SLD classified children in RTI are presented in addition to the required policies a district must develop if it is using the RTI process to determine eligibility. To further encourage the use of RTI, EIS allows for 15% of a district’s Part B federal funds to be used to provide services for students who are at risk of referral for special education services. This presentation details the two ways in which these funds can be used – professional development, evaluation, and service and support provision – as well as the required reporting. Additional resources are provided to help district level administrators understand RTI and EIS.

Functional Behavioral Assessment (FBA)

Dr. Tim Lewis, from the OSEP Center for Positive Behavioral Interventions and Supports at the University of Missouri – Columbia, presents to the Missouri State Department of Elementary and Secondary Education the basics of Functional Behavioral Assessment (FBA) in this online presentation. The presentation outlines how FBA is used to gather information used to maximize the effectiveness and efficiency of behavioral supports (PBS). It stresses the connection between behavior and the teaching environment, and gives real examples and data that describe the “science of behavior.” The presentation concludes by presenting steps to implementing PBS plans, resources, and a homework assignment using the Individual Student School Evaluation Tool (I-SSET) to help districts, schools, and teachers understand their current teaching environments.

The Georgia Student Achievement Pyramid of Interventions

This chart demonstrates the four-tiered approach to interventions used in Georgia classrooms. The four tiers are: standards-based classroom learning, needs-based learning, SST-driven learning, and specially-designed learning. Each tier is briefly described. The chart was designed by the Georgia Department of Education.

Georgia Response to Intervention (RTI) Website

This website, developed under the oversight of the Georgia State Superintendent, provides resources to guide the implementation of Response to Intervention (RtI) in Georgia classrooms. The state’s RTI Guidance document is provided, as are PowerPoint presentations outlining student progress monitoring, screening, tiered instruction, funding, fidelity of implementation, the role of families, interventions, and other information.

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.

Mathematics and Response to Intervention: Implications for Instruction

This intermediate level training session, intended for schools considering implementing Response to Intervention (RTI) in the area of mathematics, is designed to provide information and promote discussion on how the core elements of an RTI model may be implemented for mathematics instruction. Materials include the training PowerPoint and a series of tools including: Pre-post Quiz, Initial Thoughts on Implications, Screening Options Sheet, and a Screening Review Sheet. The resources were developed by the Pennsylvania Training and Technical Assistance Network (PaTTAN) in November 2008.

Fidelity of Implementation: Example Forms

This 2007 example form provides a method for evaluating the implementation of Response to Intervention (RtI) in the classroom. The level of success for the setup of implementation as well as the actual instruction can be assessed using this form. The form is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

High Impact Practice Implementation Rubric: Standards-Based Classrooms

This rubric for standards-based classrooms is a tool for schools to plan for and assess the implementation of Response to Intervention (RTI). Each column of the rubric builds on the previous column; when a school is fully operational, they will continue to implement criteria addressed in the emergent and operational columns of the rubric. The rubric was developed by Kathy Cox, Georgia State Superintendent of Schools, in May 2007. It is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Georgia Virtual School Support for Response to Intervention

This chart demonstrates the four-tiered approach to interventions used in Georgia classrooms. The four tiers are: standards-based classroom learning, needs-based learning, SST-driven learning, and specially-designed learning. Each tier is briefly described. The chart was designed by the Georgia Virtual School of the Georgia Department of Education. It is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Georgia Online Math Solutions At A Glance

This fact sheet provides teachers and administrators with descriptions of Georgia Virtual School courses and resources that can be used to address various school and student math needs, such as overcrowded classes, scheduling conflicts, middle school students in need of extra support, student transfers, and other needs. The fact sheet was developed in 2008 by the Georgia Virtual School of the Georgia Department of Education. It is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Georgia Student Support Team (SST) Rule

This policy overview addresses the Student Support Team (SST), an interdisciplinary group that uses a systematic process to address learning and/or behavior problems of students in all grades. The policy establishes that each school shall have a minimum of one SST and shall establish support team procedures; more specific requirements and exceptions are outlined. The policy, effective October 5, 2000, was developed by the Georgia Board of Education. It is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Sample Progress Monitoring Template

The Barrow Progress Monitoring Document was created by Matthew E. Thompson in October of 2007. It provides instructions for teachers using the Response to Intervention (RtI) progress monitoring tool, and special instructions for filling out the “By Whole Number” progress monitoring form. Tabs with the “By Whole Number” and “By Percentage” progress monitoring forms are provided. The document is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention: Georgia Student Achievement Pyramid Presentation

This Power Point presentation provides an overview of the Georgia Student Achievement Pyramid of Interventions, which is the state’s four-tiered response to intervention model. The presentation includes information on an array of topics including: school data teams, universal screening, interventions, differentiation of instruction, flexible grouping, progress monitoring, fidelity of implementation, and funding. Also included are examples of data charts that illustrate poor and positive RTI. The presentation was given by John Wight of the Georgia Department of Education on October 22, 2008. It is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention – Tier 1

This presentation, developed by the Georgia Department of Education for a Response to Intervention (RtI) webinar on November 7, 2008, begins by providing an overview of the Georgia Student Achievement Pyramid of Interventions, the state’s four-tiered response to intervention model. The presentation then focuses on mathematics instruction within the first tier of the four-tiered model. It also includes information on progress monitoring at Tier 1, Tier 1 in action in the classroom, and movement to Tier 2. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention and Behavior - Tier 1

This presentation, developed by the Georgia Department of Education for a Response to Intervention (RtI) webinar on November 12, 2008, begins by providing an overview of the Georgia Student Achievement Pyramid of Interventions, the state’s four-tiered response to intervention model. It then focuses on performance standards and behavior within the first tier of the model. It includes data on student referrals, shown by month, location, and problem behavior; information on Positive Behavior Support (PBS) programs; an example of a second grade discipline matrix; and an example of a behavior pledge implemented by a school in Georgia. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention – Tier 2

This presentation, developed by the Georgia Department of Education for a Response to Intervention (RtI) webinar on November 20, 2008, provides an overview of RTI and the Georgia Student Achievement Pyramid of Interventions, with a focus on the second tier of the four-tiered model of instruction. The presentation explains when Tier Two interventions are needed, the non-negotiables of Tier Two, and the basics of interventions. Also included are examples of interventions for gifted students, math interventions, differentiation of instruction, and an overview of student progress monitoring at Tier Two. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention and Behavior - Tier 2

This presentation, developed by the Georgia Department of Education for a Response to Intervention (RtI) webinar on December 3, 2008, provides an overview of RtI and the Georgia student achievement pyramid of interventions, with a focus on student behavior in the second tier of the four-tiered model of instruction. It discusses the problem-solving method for secondary behavioral interventions, documentation and analysis of student problem behavior, and examples of behavioral screening data and evidence-based behavioral interventions. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention –Tier 3

This presentation, developed by the Georgia Department of Education for a Response to Intervention (RtI) webinar on December 5, 2008, provides an overview of RtI and the Georgia student achievement pyramid of interventions, with a focus on the third tier of the four-tiered model of instruction. It discusses Student Support Team (SST)-driven learning in the third tier, and the legal parameters involved. The presentation also outlines the difference between Tier 2 and Tier 3, describes Tier 3 non-negotiables, and outlines examples and challenges of Tier 3 interventions. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention and Behavior – Tier 3

This presentation, developed by the Georgia Department of Education for a Response to Intervention (RtI) webinar on December 8, 2008, provides an overview of RtI and the Georgia student achievement pyramid of interventions, with a focus on student behavior in the third tier of the four-tiered model of instruction. The presentation explains behavioral issues in the context of environmental, instructional, and behavioral management, and includes examples of effective Tier 3 behavioral management practices. It also provides guidance on assuring the fidelity of intervention implementation. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention – Progress Monitoring

This presentation, developed by the Georgia Department of Education for a Response to Intervention (RtI) webinar on December 10, 2008, provides an overview of RtI and the Georgia student achievement pyramid of interventions, with a focus on student progress monitoring, “a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction.” It provides considerations for monitoring progress at the system level, school level, grade level, class level, and individual level. The presentation also includes information on student data teams, the need for additional interventions, monitoring behavioral progress, and fidelity of implementation. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention – Interventions

This presentation, developed by the Georgia Department of Education for a Response to Intervention (RtI) webinar on December 12, 2008, provides an overview of RTI with a focus on interventions and the implementation of interventions. The presentation addresses support and interventions for math and reading comprehension, and provides guidance on choosing interventions and ensuring the fidelity of intervention implementation. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention – Tier 4

This presentation, developed by the Georgia Department of Education for a Response to Intervention (RtI) webinar on February 10, 2009, provides an overview of specially-designed learning provided to Students with Disabilities (SWD) in Tier 4 of an RTI model. It also outlines common myths and fallacies regarding RTI versus Special Education. The presentation 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.

Response to Intervention: Gifted Education

This presentation, developed for a Response to Intervention (RtI) webinar on March 3, 2009, begins by providing an overview of the Georgia Student Achievement Pyramid of Interventions, outlining its four tiers of instruction and intervention. It then examines the use of RTI to identify and provide differentiated instruction for gifted learners, and describes how gifted education fits into the Pyramid of Intervention. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Response to Intervention – Data Teams

This presentation, developed for a Response to Intervention (RtI) webinar on March 5, 2009, provides an overview of the formation and responsibilities of school data teams. It describes the steps in the data team process, including collection and analysis of data, selection of instructional strategies, and determination of results. The presentation concludes with a brief overview of common assessments and progress monitoring. The presentation is housed with other RTI resources on the Georgia Department of Education’s Response to Intervention (RTI) website.

Georgia’s Special Education Eligibility Regulations

The Special Education Rules Implementation Manual lays out the framework for the special education eligibility and the pre-referral process, and describes how this fits in with the Georgia Student Achievement Pyramid of Interventions. The manual is intended to guide eligibility teams in applying decisions to general, remedial and special education, and in creating a well integrated system of instruction/intervention guided by child outcome data. The manual was developed by Kathy Cox, State Superintendent of Schools, in September 2007.

Georgia Department of Education's Positive Behavior Support Website

This resource is a section of the Georgia Department of Education’s website devoted to Positive Behavior Support (PBS) information and resources. It describes how school-wide PBS fits into Georgia’s Response to Intervention (RTI) model, and provides information and forms for districts and schools planning for and implementing PBS.

A Family Guide to Response to Intervention (RTI) (pdf)

This guide was developed to help parents understand RTI. It reviews the basic components of the RTI process and outlines questions parents might want to ask their child’s school to learn more about the process. The guide also offers information on how parents can get involved in the RTI process, what they can do if they have questions or concerns, and where they can find more information on RTI. This guide was developed by the Parent Information Center (PIC) with funding from the New Hampshire Department of Education.

University of New Hampshire RTI for Literacy Project

This brief describes the University of New Hampshire’s Response-to-Intervention for Literacy (RTI-Lit) Program, which provides technical assistance and support to five pilot schools to improve reading, writing, and language skills for students struggling with literacy. Contact information for project staff members is provided. This brief is provided on the website of the Institute on Disability at the University of New Hampshire.

New Hampshire’s Equity Plan (pdf)

This plan describes the strategies New Hampshire is using to address inequities in teacher quality and student achievement that might exist across the state. One such strategy described is the Response to Intervention (RTI) for Literacy Pilot Program being provided to four selected Schools In Need of Improvement (SINIs). The plan provides an overview of how this program is being implemented and delineates the expected outcomes. The Equity Plan was developed by the New Hampshire Department of Education in January 2007.

NH RESPONDS Grant Performance Report 2007

The New Hampshire Department of Education was awarded a 2007-2012 State Personnel Development Grant, NH RESPONDS – Professional Development for Excellence in Education. The grant project aims to reform and improve pre-service and in-service personnel preparation systems around designing, delivering and evaluating scientifically-based practices in two areas: (1) response to intervention (RtI) systems of positive behavioral interventions and supports (PBIS) and literacy instruction (LI); and (2) intensive-level secondary transition supports (STS) for students with emotional/behavioral disorders (in participating high schools). The ultimate goal of participation in NH RESPONDS is for schools to have a highly developed integrated 3-tier system of academic and behavior support at the end of the grant period. This report assesses the status of the project after its first year of implementation, and its progress towards fulfilling the goals established to accomplish the grant objectives. The report was submitted by the New Hampshire Department of Education in April 2008.

Minnesota RTI Center Blog

The Minnesota RTI Center is not currently receiving legislative funding and the blog may not reflect current implementation issues. The Minnesota RTI Center developed this blog to discuss implementation issues for schools in the state implementing RTI. The Center provides a summary of RTI, information on training sessions, and discussion about what components of RTI should be implemented first. The Center suggests building consensus around RTI, conducting needs assessments to see what components are already accessible, and using tools that allow student progress monitoring to occur on a regular basis.

RTI: 3 Tiered System: A Model to Meet Student Needs in the Minneapolis Public Schools

This presentation, prepared by Special Education staff, highlights the connection between the Problem-Solving Model (PSM) and the Response to Intervention (RTI) model. The history of PSM is presented along with examples of data that are currently collected in Minneapolis Public Schools that guide intervention and effective instructional practices. The relationship of the three stages of PSM are presented and related to the three tiers of RTI. Ideas for the successful implementation of RTI are presented at the conclusion of the presentation.

Best Practices in Reading and the RTI Process (pdf)

This 2006 presentation describes elements of effective prevention and intervention for reading. It also addresses myths regarding interventions for struggling readers. It was presented by M. Beebe-Frankenberger and released by the Montana Office of Public Instruction. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.

What is RTI? The Educational Process: All Educators for All Students (pdf)

This presentation discusses the pros and cons of using an RTI model for LD identification. It compares the goals of RTI to the goals of other Montana LD policies, and delineates how LD identification can be improved by using RTI as a base. The presentation also provides an overview of the three tiered model, and discusses how Montana’s Office of Public Instruction views this model as helping the current education system. This presentation was given by M. Beebe Frankenberger in 2006 and released by the Montana Office of Public Instruction. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.

RTI and Systems Change: The Commitment (pdf)

This presentation discusses the introduction of RTI to the Montana school system. It provides an overview of what RTI is, delineates the arguments for implementing the model, and discusses some of the obstacles that may arise when setting up and implementing RTI. The presentation also describes a four-phase plan to help schools integrate RTI into their programs, from preparation for through implementation of the model. This presentation was given by M. Beebe Frankenberger in 2006 and released by the Montana Office of Public Instruction. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.

Treatment Integrity in RTI (pdf)

This presentation, released by the Montana Office of Public Instruction in 2006, discusses treatment integrity or fidelity in RTI implementation. It discusses how to assess treatment integrity and why it is important in the RTI model. The presentation also includes sample graphs of good versus poor treatment implementation, and provides examples of treatment integrity. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.

Progress Monitoring Review & Sample Cases (pdf)

This 2007 presentation describes how to use progress monitoring to decide if an intervention is working. It describes how to graph the data collected through progress monitoring, and use the data to make decisions regarding interventions. It provides two case studies to illustrate this process. This presentation was given by M. Beebe-Frankenberger and released by the Montana Office of Public Instruction. It is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.

Montana RTI Pilot Project (pdf)

This 2007 presentation describes the RTI pilot project in Montana. It presents Montana’s 3-year implementation and assessment plan, and the three-tiered model being employed by the state. It also outlines goals to be achieved by the state over the three years of RTI implementation. The presentation was given by M. Beebe-Frankenberger and released by the Montana Office of Public Instruction. It is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.

The School Psychologist in RTI (pdf)

This 2006 presentation describes the school psychologist’s role in problem-solving with regards to special education. It provides evidence to explain that the problem solving methods, along with RTI, can help identify students with disabilities and implement interventions. It also outlines the steps required for the problem solving method. The presentation was given by M. Beebe-Frankenberger and released by the Montana Office of Public Instruction. It is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.

Response-to-Instruction (RTI): A Multi-Tiered Assessment Process to Systematically Target AYP (pdf)

This presentation provides a general overview of what RTI is and how it can be implemented. It describes three-tiered instruction and intervention, and progress monitoring within each tier. It also describes how one school district in Montana is implementing RTI. The presentation concludes by providing links to websites for more information on RTI implementation, curriculum review and data collection. The presentation was given by Margaret Beebe-Frankeberger and Dave Means in 2006; it was released by the Montana Office of Public Instruction. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.

Montana Response to Intervention Framework (pdf)

The RTI Framework for Implementation manual provides an overview of the Response-to-Instruction/Intervention (RTI) process in Montana. The guidelines chart the course for school-wide implementation and can be used by schools to plan and guide them in the development of goals and action plans. The manual provides an introduction to RTI (tiers of instruction; how RTI intersects with general and special education); describes the essential components of RTI (evidence-based curriculum and instruction; effective instruction; ongoing assessment; collaborative teams; problem solving and data-based decisions; fidelity of implementation); discusses involving parents and the community in the RTI process; and provides guidelines for determining school readiness for RTI implementation (Montana RTI School Readiness Checklist; Montana RTI Self-Assessment). The document was released by the Montana Department of Public Instruction in December 2008.

Louisiana State Performance Plan (pdf)

This resource is Louisiana’s State Performance Plan for the period of July 1, 2005 to June 30, 2011. The performance plan contains several references to RTI training and resources as part of planned improvement activities. Specifically, it states that a team led by the Division of School Standards will be responsible for the implementation and sustainability of RTI in Louisiana classrooms, and the integration of RTI with already existing models of intervention/instruction (e.g., Reading First, Positive Behavior Support (PBS), Strategic Instruction Model (SIM), Learning Initiative Networking Communities for Success (LINCS), significant disability literacy initiative). It also states that RTI will be provided with additional training on disproportionate representation. The performance plan was revised February 1, 2008 under Paul G. Pastorek, the Louisiana State Superintendent of Education.

Louisiana Literacy Plan: Literacy for All (pdf)

This report, prepared by the Louisiana Department of Education in September 2006, presents information on the literacy challenges facing the Louisiana school system. It outlines a plan to address the learning needs and improve the literacy rates of students in the state. The plan involves using a three-tiered instructional model (RTI), scientifically research-based programs, extended time for reading and literacy instruction, ongoing assessments, and high quality teachers.

A Tiered Instructional Approach to Support Achievement for All Students: Maryland’s Response to Intervention Framework (pdf)

The purpose of this document is to provide guidance to local school systems in Maryland regarding the implementation of a tiered instructional approach to support achievement of all students, with emphasis on those students who are not demonstrating grade appropriate skill and content mastery. The State developed this document to articulate an evidence-based framework that is consistent with regulatory requirements and best practice in Maryland public schools. The document includes: 1) a description of a suggested tiered instructional approach to support achievement for all students that may be implemented as an essential component of the response to intervention process, 2) guidance for the local school system option to use the response to intervention process for identifying specific learning disabilities, and 3) a description of the process followed by a broad-based group of Maryland stakeholders to develop this guidance document for use by local school system professionals. The document was developed in June 2008 through a collaborative effort of the Division of Special Education/Early Intervention Services, Division of Instruction, and Division of Student, Family, and School Support in the Maryland Department of Education.

Monitoring Student Progress

‘Monitoring Student Progress’ is a section of the ‘School Improvement in Maryland’ website, maintained by the Maryland State Department of Education and created to help schools analyze their state assessment data and guide them in making data-based instructional decisions that support improved performance for all students. The section offers guidance around: developing a monitoring plan, assessing students for learning, analyzing and using data, and leading the process (principal’s role in setting/communicating expectations to staff, monitoring the plan, and leading discussions with staff around monitoring). It also provides monitoring templates for different subjects.

Idaho Response to Intervention (RTI) Website

This website lists information on Idaho’s RTI team including Idaho’s mission for RTI implementation, links to other RTI resources, staff development opportunities, AIMSweb information, and a link listing other Idaho programs that are collaborating with RTI. The website is maintained by the Idaho State Department of Education.

RTI District Training Handouts

This three-part presentation provides an overview of the components of Response to Instruction (RTI), its implementation, and the specific processes of the model. The first part, “Alaska’s Standards and Assessments,” is a general summary of the materials, protocols, standards, and assessment procedures specific to Alaska. The second part, “Linking the Data to Instruction,” provides an overview of RTI, explains tiered instruction and student progress monitoring, and provides a sample Reading program. The third part “Teacher Collaboration,” focuses on procedures for teachers. It includes an overview of collaborative meetings, discusses determining and monitoring instructional interventions, and highlights the “post-it note” model. The presentation was released by the Alaska Department of Education and Early Development in July 2007. It is one of several resources housed on Alaska’s RTI website.

Colorado Response to Intervention (RTI) Website

This is the Colorado Department of Education’s website for Response to Intervention (RTI). The goal of the website is to provide resources and tools to practitioners and families in order to support successful implementation of RTI. The website provides information relating to the following categories: Learn About RTI; RTI Implementation; Networking; Tools/Resources; Professional Development; and the Six Components of Colorado’s RTI model. In the future, the website will also serve as a state level online professional learning community to support ongoing discussion about work related to RTI.

Colorado Response to Intervention: A Practitioner’s Guide to Implementation (pdf)

This handbook describes the expectations and components of a well-implemented Response to Intervention (RTI) model. Specifically, it defines central components of RTI, makes recommendations for composition of the building level problem-solving teams, identifies roles for itinerant and support staff, and provides examples of processes that will assist teams in their on-going student problem-solving meetings, data collection, and monitoring of a student’s response to intervention. The handbook also outlines the three-tiered model of RTI, describing how students are served and move through varying tiers through the use of intervention development, progress monitoring, and Gap Analysis. Finally, examples are provided on how RTI integrates with existing programs and populations, including Positive Behavior Support (PBS), referrals for special education services, and Title I funds. The handbook was developed in 2008 by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Frequently Asked Questions on RTI

This section of the Delaware Department of Education website is offered as guidance in implementing Department of Education regulations specific to the Response to Intervention Standards and Procedures. The FAQs provide answers to a variety of questions concerning RTI, including everything from assessment to funding opportunities. The FAQ was developed by the Delaware Department of Education. It is one of several resources housed on Delaware’s RTI website.

Core Principles (pdf)

This fact sheet delineates the core principles underlying Colorado’s Response to Intervention (RTI) model. The fact sheet was developed by the Colorado State RTI Task Force and State RTI Implementation Team. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Colorado Multi-Tier Model of Instruction & Intervention (pdf)

This fact sheet illustrates the Colorado multi-tiered model of instruction and intervention. It describes each tier (Universal, Targeted and Intensive) and the problem-solving process that drives the model. This fact sheet was developed by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Delaware RTI Desk Reference (pdf)

This brief was developed by the Delaware Department of Education. It provides an overview of the RTI process and key principles. It also discusses and illustrates Delaware’s three-tiered RTI model, and delineates the advantages of this model. This brief is one of several resources housed on Delaware’s RTI website.

Questions and Answers about the RTI Model (pdf)

This brief responds to general questions regarding several components of Colorado’s RTI model. Topics addressed include: characteristics of successful interventions; progress monitoring; movement between tiers; funding for RTI; documentation involved in the RTI process; and use of RTI for learning disability identification. This brief was developed by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Colorado's Six Components of RTI

This online brief provides descriptions for each of the six components of Colorado’s RTI model, which are: Leadership; Problem Solving; Curriculum/Instruction; Assessment/Monitoring; Positive School Climate; Family/Community. This resource was developed by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website. 

Colorado RTI Stakeholder Brochure: Parents, Community, Teachers, Service Providers (pdf)

This brochure defines RTI, describes the model’s core principles, defines essential RTI vocabulary, and provides guidance for parents regarding what to do if they have concerns about their child’s academic or behavioral progress. This brochure was developed by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Delaware’s Response to Intervention Guide for Teachers (word)

This teacher guide on RTI was developed by the Delaware Department of Education. It presents information on the background and definition of RTI, and Delaware’s three-tiered model for RTI. It describes what happens at each tier, and delineates the steps to implementing each tier. The guide also includes links to other resources for additional information and guidance. It is one of several resources housed on Delaware’s RTI website.

Alaska RTI Leadership Team (pdf)

This brief was released in September 2008 by the Alaska Department of Education & Early Development. It provides an overview of the first meeting of the statewide RTI Leadership Team, held on May 1-2, 2008, and describes the team’s goals and next steps around supporting the implementation of RTI. The brief includes a list of the Alaska RTI Leadership Team members along with contact information. This brief is one of several resources housed on Alaska’s RTI website.

Implementation of RTI in Colorado: Self-Assessment Tool (word)

This 2007 self-assessment tool is intended to assist schools/districts in determining next steps toward implementation of a multi-tiered Response to Intervention (RTI) approach. The tool addresses five broad indicators along with specific indicators/sub-topics for each. An action plan template is also provided on which specific actions around top priority items can be documented. The tool was developed by the Colorado Exceptional Student Services Unit and released by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Parent’s Guide to RTI (pdf)

This brochure for parents about RTI was developed in September 2008 by the Delaware Department of Education and the Parent Information Center of Delaware. It describes what RTI is, how it is implemented at each tier, who is responsible for providing it, and how children will benefit from RTI. It includes sample questions for parents to ask of school teams and districts for more information on RTI, as well as links to resources for additional information on RTI. This brochure is one of several resources housed on Delaware’s RTI website.

Definitions Document: Delaware’s Three Tier Model (word)

This fact sheet provides a definition for Delaware’s three-tiered model for RTI, with a triangle chart to illustrate the model. It also defines several types of assessment including formative, diagnostic and summative, and provides links to more information on the assessment types. The fact sheet was developed by the Delaware Department of Education. It is one of several resources housed on Delaware’s RTI website.

Alaska RTI Triangle and Definitions (pdf)

This brief provides an overview of the three tiers of intervention within Alaska’s Response-to-Intervention model: Universal Instruction (Tier I); Targeted Instruction (Tier II); and Intensified Instruction (Tier III). It includes a definition of RTI, definitions of each tier and a triangle chart that illustrates the organization of the tiers. This brief was developed in October 2008 by the Alaska Department of Education & Early Development. It is one of several resources housed on Alaska’s RTI website.

Response to Intervention Evaluation Rubric (pdf)

This rubric is a self-assessment tool intended to assist schools with determining readiness for and progress in the implementation of RTI. The rubric outlines five areas of RTI implementation and describes what these areas look like at different levels of implementation (not yet implemented, stage 1, stage 2, and stage 3). The areas outlined on the rubric are: Level Understanding and Leadership; Problem-solving Process; Progress Monitoring: Curriculum-Based Measurement and Behavior; Intervention Development; and Parent and Community Training. This rubric was developed by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Funding for Response to Instruction/Intervention (RTI) – Considerations in Title I Schools (pdf)

This fact sheet was developed for use at the Alaska Department of Education & Early Development January 2008 conference, for a No Child Left Behind (NCLB) Roundtable. The fact sheet briefly delineates the appropriate use of Title I funds (as supplemental to not supplanting state and local funds or services) and offers considerations for implementing RTI in Targeted Assistance Title I Schools. This brief is one of several resources housed on Alaska’s RTI website.

RTI Comprehensive Evaluation Tool (pdf)

This evaluation tool is provided by the Colorado Department of Education to assist schools in identifying what components of the Response to Intervention (RTI) model are in place as well as possible needs. It is recommended that administrators and school leaders use this tool with problem-solving team members to evaluate the components necessary for successful RTI implementation: Leadership; Curriculum and Instruction; Problem-Solving Process; Assessment; School Climate and Culture; and Parents and Community Engagement. This tool is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Funding for RTI: The “15 % Rule” as it Relates to IDEA Funds (pdf)

This fact sheet was developed for use at the Alaska Department of Education & Early Development January 2008 conference, for a No Child Left Behind (NCLB) Roundtable. The fact sheet states the “15% Rule” as it pertains to IDEA funds, how this rule pertains to Alaska’s school districts. The fact sheet also lists the six critical components of Alaska’s response-to-intervention model. This fact sheet is one of several resources housed on Alaska’s RTI website.

Response to Intervention: Information Session for Elementary Principals

This presentation was developed in 2008 by the Delaware Department of Education to provide elementary school principals with an overview of RTI. The presentation provides information on the core principles of RTI, Delaware’s three-tiered model and the advantages of this model. It delineates Delaware’s regulations on RTI regarding the implementation of the model at each tier, and offers guidance on the roles of the administrator, classroom teacher, specialists and support staff in the RTI process. The presentation concludes by delineating the elements of an effective school-wide reading program, and discusses how to evaluate fidelity of implementation of the program. This presentation is one of several resources housed on Delaware’s RTI website.

RTI Regional Resource Identification Tool (word)

This tool assists regional teams in identifying resources available for the components of RTI implementation: Leadership; Problem-solving Consultation; Assessment and Progress Monitoring; Family and Community Engagement; School Climate and Culture; and Curriculum and Instruction. The tool provides space for teams to document the key features of any resources available (i.e., the “who,” “what,” training, and availability of the resource). The tool was developed by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Colorado Department of Education Response to Intervention: Regional Self-Assessment (pdf)

This tool is intended to help regional teams determine the extent to which components are in place for RTI implementation across the region. The components included for evaluation are Consensus Building, Regional Infrastructure Building, and Regional Implementation. Space is provided for teams to indicate the extent to which each component is in place using a provided rating scale. This tool was adapted by the Colorado Department of Education from Response to Intervention: Blueprints for Implementation (DISTRICT), developed by the National Association of State Directors of Special Education, Inc. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Response to Intervention: Policy and Practice Institute Presentation (pdf)

This presentation was developed in 2008 by the Delaware Department of Education. The presentation provides an overview of the core principles of RTI, Delaware’s three-tiered model and the advantages of this model. It delineates Delaware’s regulations on RTI regarding the phase-in of the model and the requirements of implementation at each tier. It also touches on the administrator’s role in the RTI process, and professional development and technical assistance the state will be offering around RTI. This presentation is one of several resources housed on Delaware’s RTI website.

Response to Instruction/Intervention (RTI): Where is Alaska?

This presentation was given by Margaret MacKinnon, of the Alaska Department of Education & Early Development, and Jennifer Knutson, of the Anchorage School District, at Alaska’s Annual Fall Principals Conference in October 2008. The presentation provides information on Alaska’s implementation of RTI, including Alaska’s definition of RTI, core assumptions of the model, stages of implementation, descriptions of the three tiers of intervention, and funding options for RTI. It also provides information on the background and goals of the Alaska RTI Leadership Team, and discusses results of the RTI survey administered to all school districts in Alaska in September 2008. The presentation concludes by pointing to additional Alaska district and RTI resources. This presentation is one of several resources housed on Alaska’s RTI website.

Response to Intervention: District RTI Team Planning Session (pdf)

This 2007 presentation includes information concerning the core principles of Response to Intervention, advantages of multi-tiered approaches, and prerequisites to implementing multi-tiered approaches. It also addresses RTI elements specific to Delaware including Delaware’s RTI model, Delaware regulations, the state phase-in process for RTI, general requirements, a listing of training modules, and resources and existing supports for RTI. The presentation was produced by the Delaware Department of Education. It is one of several resources housed on Delaware’s RTI website.

If the Shoe Fits, Wear It: Response to Instruction/Intervention (RtI) (pdf)

This presentation was given by Theresa L. Owens, Director of Special Education and Assessment, and Danielle M. Thompson, Speech-Language Pathologist, at the No Child Left Behind Winter Conference held in Anchorage in January 2008. This presentation provides a brief overview of the basic underpinnings of the RTI model, and describes the three tiers of intervention within Alaska’s Response-to-Intervention model: Universal Instruction (Tier I); Targeted Instruction (Tier II); and Intensified Instruction (Tier III). This presentation is one of several resources housed on Alaska’s RTI website.

Response to Intervention: Training Module 1 – Model Tier I Framework

This 2007 training module is the first in a series of five training modules developed by the Delaware Department of Education. This first module addresses different aspects of Tier I implementation, including: components of Tier 1; the fidelity of Tier 1 implementation; the role of student behavior in Tier 1 (including components of Positive Behavior Support); resource allocation; and forming learning teams in Tier 1. The training module also presents information on quality instruction in mathematics and reading. The module is one of several resources housed on Delaware’s RTI website.

RTI: Defining High-Quality Instruction and Intervention with Real-World Educational Examples (pdf)

This presentation was given by Danielle M. Thompson, Speech-Language Pathologist, and Theresa L. Owens, Director of Special Education and Assessment at the No Child Left Behind Winter Conference held in Anchorage in January 2008. The presentation provides a brief overview of RTI and the three tier model. It then discusses implementing RTI in your school, and specifically the role of the general education teacher, with examples from an Alaskan 3rd grade classroom. The presentation concludes by listing resources to access for additional information on interventions and instructional strategies for reading. This presentation is one of several resources housed on Alaska’s RTI website.

Colorado Department of Education's RTI Glossary

This online glossary provides definitions for vocabulary related to Response to Intervention (RTI). The glossary was developed by the Colorado Department of Education and is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Response to Intervention: Training Module 2 – Assessment in the 3 Tier Model

This 2007 training module is the second in a series of five training modules developed by the Delaware Department of Education. This second module addresses assessment in a three tiered RTI model. Specifically it looks at: methods for implementing a comprehensive assessment plan; the components of screening, progress monitoring, diagnostic and outcome assessments; how to evaluate current assessment tools; and the components and use of data management systems. The training module also examines the use of RTI for behavior/mental health interventions. The module is one of several resources housed on Delaware’s RTI website.

Response to Intervention: Training Module 3 – Data Analysis and Team Problem Solving Process

This 2008 training module is the third in a series of five training modules developed by the Delaware Department of Education. This third module addresses data analysis and the team problem solving process. Specifically it looks at: problem solving as a core RTI skill; effective problem solving at tier 1; and data analysis and decision making within problem solving. The module also provides a case study to demonstrate the application of problem solving and analysis. The module is one of several resources housed on Delaware’s RTI website.

RTI: What is it and How Does it Differ from What we are Already Doing? (pdf)

This presentation provides an overview of response to instruction/intervention (RtI) as a decision making model based on the three-tier model of instruction. It discusses the three-tier model as a vehicle for differentiating instruction, and provides guidance on how teachers can strengthen their Tier I instruction/intervention for all students, with particular emphasis on the prevention of reading failure for the lowest performing students. Lastly, the presentation defines the RtI framework to help districts/schools build capacity for implementation. This presentation was given by Theresa L. Owens, Ed.M., M.S., and Danielle M. Thompson, M.A. SLP-CCC, at the No Child Left Behind Winter Conference held in Anchorage, Alaska in January 2008.

Response to Intervention: Training Module 4 – Interventions

This 2008 training module is the fourth in a series of five training modules developed by the Delaware Department of Education. This fourth module addresses interventions in the RTI process. Specifically it looks at: intervention design, implementation and evaluation; characteristics of effective interventions; choosing and implementing behavior, math and reading interventions; and the Recognition and Response model for RTI in early childhood. The module is one of several resources housed on Delaware’s RTI website.

Using Scientific Research-Based Interventions: Improving Education for all Students: Connecticut’s Framework for RTI

This resource is Connecticut’s framework for the RTI process, which the state refers to as scientific research-based interventions (SRBI). The framework provides contextual and background information on the state’s framework. It defines SRBI, delineates the underlying principles and critical features of SRBI, and describes the three-tiered model for implementing SRBI. The framework then discusses the elements that must be in place for SRBI to work, including effective district and school leadership, high‐quality teaching, professional development, family engagement, and criteria for selection of core curriculums and instruction. Connecticut’s framework for RTI was developed by the Connecticut Department of Education in August 2008.

North Dakota Response to Intervention & Special Education Website

This website, which is maintained by the North Dakota Department of Public Instruction, has links to information on a variety of RTI topics, including: what is RTI, progress monitoring, tiered service delivery, and RTI and PBS. Some of the resources relate directly to North Dakota and present the state’s plan for RTI implementation. Other resources include PowerPoints from RTI presentations and links to other websites housing relevant RTI materials.

Response to Intervention: Training Module 5 (Part I) – Implementing RTI

This 2008 training module is Part I of the fifth module in a series of five training modules developed by the Delaware Department of Education. Part I of this module addresses implementing RTI. Specifically it looks at: the framework, process and practices of RTI; implementation of RTI at the district and school levels; developing action plans with steps for implementing and enhancing the processes and practices of RTI; and resources to share with educators and parents that explain RTI. The module is one of several resources housed on Delaware’s RTI website.

Response to Intervention: Restructuring What We Do to Improve Outcomes for All Students (pdf)

This presentation provides data from the Mountain View Elementary School that describes the context for implementation of an RtI model. The presentation details the components of the RtI and Problem Solving models in general and those implemented at Mountain View Elementary school. Specific questions, benchmarks, and summaries of results are provided, as well as the steps that key stakeholders in the school took during implementation. The presentation underscores the importance of data informing instruction and provides a concise summary of the instruction and assessment that occurred in each tier of the RtI model. The presentation was given by staff of the Mountain View Elementary School at the Winter Education Conference held in Anchorage, Alaska in January 2008

Response to Intervention: Training Module 5 (Part II) – SLD Determination

This 2008 training module is Part II of the fifth module in a series of five training modules developed by the Delaware Department of Education. Part II of this module addresses eligibility determination for Specific Learning Disability (SLD). Specifically it looks at: the regulations for SLD classification; the process for identifying students under the SLD classification, and how this process aligns with the RTI process; and the requirements for the eligibility meeting and documentation for identifying students under the classification of SLD. The module is one of several resources housed on Delaware’s 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.

Response to Intervention in a Unified North Dakota Educational System (pdf)

This brief outlines North Dakota’s foundational beliefs about and five major characteristics of RTI. It provides an overview of data-based decision making, universal screening, tiered service delivery, progress monitoring, and fidelity of implementation. The brief was developed by the North Dakota RTI State Leadership Team. It is housed with other RTI resources on the Special Education and RTI section of the North Dakota Department of Public Instruction website.

Illinois State Response to Intervention (RtI) Plan (pdf)

This 2008 plan outlines the Illinois State Board of Education’s process for facilitating statewide implementation of RTI, including its strategies for providing support in the form of technical assistance, funding, and information resources and its strategies for monitoring the fidelity of implementation and evaluating program effectiveness. This resource also provides a conceptual framework for understanding the RTI process and situates RTI in relation to such federal policies as No Child Left Behind (NCLB), Reading First, and the Individuals with Disabilities Education Act (IDEA). This policy document serves as a guide to help district administrators develop a plans for implementing RTI, and it may also be of use to state-level administrators who are looking for information on how to support local implementation of RTI.

A Family Guide: Connecticut’s Framework for RTI (pdf)

This guide was developed by the Connecticut Parent Information and Resource Center (PIRC) in August 2008. The guide reviews what scientific research-based interventions (SRBI) are, the continuum of support they provide, and key components of an SRBI framework. It includes questions families can ask their child’s school or program to learn more about how they are using SRBI as a framework to improve teaching and learning. The guide also describes ways families can be a part of the decision making process and steps they can take if they have concerns about their child’s progress.

Role of Scheduling in Terms of Delivery: May Elementary School

This 2007 PowerPoint presentation describes the implementation of RTI at May Elementary School in Illinois, focusing on how the school scheduled instructional time and grade-level team meetings to support RTI delivery. This resource was presented by May Elementary School’s principal, Barbara Cantlin, at the Illinois ASPIRE North Conference held May 14-15, 2007 at Northern Illinois University. This presentation would be particularly useful for teachers and school administrators looking to implement RTI because it explains steps for operationalizing RTI at the school level.

Response to Intervention Professional Development Letter (pdf)

This 2007 letter was sent from the North Dakota Department of Public Instruction to administrators in the state outlining the need for RTI. The letter provides an overview of RTI, and information about training and technical assistance that will be provided to districts in the state. It is housed with other RTI resources on the Special Education and RTI section of the North Dakota Department of Public Instruction website.

Connecticut’s Response to Intervention Model: A Status Report

This presentation provides an overview of Connecticut’s RTI model, which the state refers to as Scientifically Based Research Interventions (SRBI). It outlines the steps taken and timeline for rolling out the SRBI model to districts across the state. It describes instruction and intervention at each of the three tiers of the state’s RTI model, and provides definitions for critical RTI terminology. The presentation offers questions that Professional Learning Communities (PLCs) can consider regarding school improvement plans and RTI. It concludes by outlining next steps for the state in terms of RTI implementation. The presentation was given in January 2008 by Dr. Karen A. Costello of the East Lyme Public Schools in East Lyme, CT.

3-Tier Triangles Template

This tool provides a Microsoft Excel template to create 3-tier pyramids that graphically represent the proportion of students in each instructional tier based on curriculum-based measurement (CBM) benchmarking data. This resource would be of use to school-level administrators or teachers who want to compare the proportions of students in each tier over time and/or across grades. It was released by the Indian Prairie District 204 during a Site Visitation Day sponsored by Illinois ASPIRE North on May 21, 2007.

Reading First and Response to Intervention: Implementing the Model in the “Real World” (pdf)

This presentation provides an overview of RTI and examines specific interventions that can be implemented at each tier of the RTI model. Strategies for implementing school-wide RTI are also presented with detailed summaries of “real world” implementations and corresponding research findings. Lastly, the presentation provides tips for sustaining successful school-wide interventions. Questions are presented that allow educators to begin having honest conversations about needs, goals, and objectives. This presentation was given by Carolyn Denton, Ph.D., of the University of Texas, Health Science Center Houston, 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.

North Dakota Department of Public Instruction RTI Implementation Plan (pdf)

This document outlines the North Dakota Department of Public Instruction’s plan for implementing RTI at the district and school level. It provides a brief description of the state-defined five characteristics of RTI, desired outcomes, and a plan of action that includes responsibilities of the Department, districts, and schools. This document also outlines a training plan and provides information about funding and evaluation. The document was developed by the North Dakota Department of Public Instruction. It is housed with other RTI resources on the Special Education and RTI section of the North Dakota Department of Public Instruction website.

Connecticut Part B: State Performance Plan (pdf)

This resource is Connecticut’s State Performance Plan. As part of the state’s improvement activities, the plan discusses the coordination of activities with early intervention initiatives, including Response to Intervention (RTI), to ensure the appropriate identification of students with disabilities. The plan was developed in December 2005 by the Connecticut State Department of Education, Division of Family and Student Support Services, Bureau of Special Education; it was most recently revised in February 2009.

RTI Getting Started

This website provides 12 steps for getting started with RTI as well as links to external resources on implementation, modules, indicators of school readiness, and training in California. The website is maintained by the North Dakota Department of Public Instruction; it is a link off the Special Education and RTI section of the North Dakota Department of Public Instruction website.

Teach the Core and "Kick it up a Notch" - Adapting Tier 1 Reading Instruction to Meet the Needs of Struggling Readers (pdf)

This presentation provides teachers with tips for providing reading instruction by “kicking it up a notch” by making accommodations to access content, adaptations for progress on individual reading outcomes, and more time for intensive intervention. The presentation describes many research-based strategies, as well as citations and findings, for providing specific interventions based on student needs. The strategies are for both general education students, as well as those with reading difficulties and disabilities. Each of the strategies for Tier 1 reading instruction use teaching, practice, and scaffolding to help set students up for success in reading. This presentation was given by Carolyn Denton, Ph.D., of the University of Texas, Health Science Center Houston, 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.

Connecticut's Part B Annual Performance Report, February 2009 (pdf)

This resource is Connecticut’s Annual Performance Report for the period of July 1, 2007 through June 30, 2008. As part of the discussion of completed improvement activities, the report describes the state’s implementation of Scientific Research-Based Interventions (SRBI) as a school reform/student improvement framework similar to Response to Intervention. In Connecticut, SRBI are for all districts to implement to improve student outcomes, not solely for use to identify students as learning disabled. The report discusses SRBI in relation to: identifying youths at risk of dropping out of school; development of Connecticut’s RTI framework and related training opportunities; and shifting from the use of IQ‐achievement discrepancy for determination of a learning disability to the review of SRBI data as part of a comprehensive evaluation to identify a student as having a learning disability.

System-wide Self-Study

This document provides a tool for collecting data regarding schools’ implementation of a 3-tier RTI model. In particular, this tool is designed to capture information concerning schools’ use of data and problem-solving teams in instructional decision-making. It also documents the proportions of students and the interventions used in each tier of instruction in the areas of literacy, math, and behavior. This resource would be of particular use to district- and school-level administrators who are looking for tools to assess schools’ implementation of RTI. It was developed by Pam Radford, a regional coordinator for Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative.

Guidelines: Identification and Evaluation of Students with Specific Learning Disabilities (pdf)

This is North Dakota’s state guidance document for identification and evaluation of students with specific learning disabilities. It contains an overview of the IDEA 2004 policy regarding identification of SLD. The document then outlines the state’s eligibility procedures, intervention team process, and steps in evaluation using an RTI process. The document was prepared by the North Dakota Department of Public Instruction, Office of Special Education in June 2007.

Tier Two Interventions Lessons Learned

This 2007 presentation provides case studies of three elementary schools in Illinois’s North Shore School District 112 that implemented RTI as part of Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative. The presentation highlights the processes for student screening and progress monitoring at these linguistically-diverse schools. This resource was presented at the Illinois ASPIRE North Conference held May 14-15, 2007 at Northern Illinois University. It would be of use to (1) school-level administrators and teachers because it identifies lessons learned during school-level implementation of RTI or (2) district-level administrators because it gives information on district activities to support the use of RTI.

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.

3-tier Reading Model: Reducing Reading Difficulties for Kindergarten through Third Grade Students

This presentation provides an in-depth look at a three-tier reading model used to meet the instructional needs of students in kindergarten through 3^rd grade. The presentation discusses the purpose of the model, and provides a description of and video to illustrate instruction and intervention at each tier. The presentation also describes the critical elements of effective reading instruction, and offers a sample checklist for implementing the three-tier reading model. The presentation concludes by discussing findings from a research study that assessed the duration of supplemental reading instruction with second graders and the response to treatment. This presentation was developed by Sharon Vaughn, of the Texas Center for Reading and Language Arts, in June 2004. It is housed on a Professional Development Presentations website maintained by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy.

Response to Intervention and Title I

This is the North Dakota state website on RTI and Title I, maintained by the North Dakota Department of Public Instruction. The site has conference presentations, correspondence, state guidance documents, resources, sample models and processes, tools, and links to other relevant websites. Most of the documents were created by the North Dakota State Department of Public Instruction.

Turbocharged Intervention for Struggling Readers (pdf)

This presentation details the critical components for intervention: materials and instruction, time and grouping, assessment and data utilization, school and organizational support, professional development, school and district level leadership, and coaching. The presenters provide steps that must be taken in each of these component areas to ensure that successful instructional programs are delivered. Specific Tier II and III programs by grade and focus area are provided, as well as tips for team meeting, planning, and professional development and coaching in school-wide reading programs. The presenters’ stress that assessment data must drive identification of students needing intervention and decisions made about movement between the tiers of instruction. 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.

Three Tiers of Instruction and Intervention: What it Will Take to Leave No Child Behind in Reading: Part 1 - Why We Need Multiple Tiers

This presentation was given by Joseph Torgesen, of the Eastern Regional Reading First Technical Assistance Center, to a 2005 meeting of Reading First Leaders in Massachusetts. The first part of the presentation focuses on factors that affect students’ reading comprehension, the importance of phonemic decoding skills, the varying stumbling blocks to becoming a good reader, and elements of robust vocabulary instruction. The second part of the presentation looks at how to differentiate instruction to prevent reading failure in grades K-3, and elements of Tier II and Tier III interventions. It also provides an example of an effective intervention (with video clips included). The presentation is housed on a Professional Development Presentations website maintained by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy.

I-Aspire Year One: Using a Data System in a Diverse Community

This 2007 presentation features a case study of a high-minority, low-income district’s first year implementing a 3-tier RTI model as part of Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative. In particular, the presentation highlights organizational changes to support implementation, implementation logistics, challenges and successes, and planned next steps for the district’s second year of implementation. The presentation provides examples of an instructional planning form, an office discipline referral, and progress monitoring graphs. This resource was presented at the Illinois ASPIRE North Conference held May 14-15, 2007 at Northern Illinois University. It would be of use to district- and school-level administrators looking for information on how to implement RTI to improve literacy instruction and address behavioral issues.

Sustaining a Comprehensive Reading Model (pdf)

This presentation provides an overview of the steps to take to sustain a comprehensive reading model and, in general, to sustain the continuous cycle of change essential to any successful instructional program. It discusses how to identify the critical components that sustain the initial change, identify the roles and responsibilities of all stakeholders, and develop a problem solving process to continually monitor and evaluate the effectiveness of the critical components. 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.

Memo: Response to Intervention (RTI) (pdf)

This 2007 letter was written by North Dakota’s Title I and Special Education Coordinators to administrators and teachers regarding flexibility in Title I regulations that would allow Title I teachers to provide intervening services for struggling students not yet identified for Title I services. The letter contains dates of 2007 professional development events for RTI. The letter is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website. 

Overview of the Problem-Solving Model: Implementing Science- and Practice-based Solutions to Long-Standing Problems

This 2008 presentation provides an overview of responsiveness to intervention (RTI), focusing on three foundational concepts of the RTI approach: (1) problem-solving methodology, (2) tiered instruction and intervention, and (3) integrated data systems. This resource also provides background information on the state policy context for RTI, the relationship between RTI and learning disability identification, and the advantages of using a needs-based, problem-solving model over a traditional approach to service delivery. The presentation concludes with information on how to put RTI in place through consensus-building, infrastructure development, and implementation. It was presented by Kathryn Cox and Amy Dahlstrom Klainer at the Illinois No Child Left Behind Annual Statewide Conference held February 6-8, 2008 in Chicago.

Implementing the 3-tier Model

This presentation was given by Shari Levy of the Texas Center for Reading and Language Arts in 2005. Part 1 offers an overview of the three-tier reading model, and responds to general FAQs about the model. It then provides an in-depth look at Tier I, which is core classroom reading instruction. It describes the key elements of Tier I instruction, methods for improving Tier I instruction, and characteristics of effective Tier I lessons. Part 2 of the presentation discusses making adaptations in Tier I instruction. It then provides information on Tier II and Tier III instruction and intervention, and illustrates movement through the tiers. The presentation is housed on a Professional Development Presentations website maintained by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy.

Response to Intervention Letter to USDE (pdf)

This 2007 letter is from the North Dakota State Title I Director to the US Department of Education, defining North Dakota’s interpretation of specific language in the Title I law as it relates to Title I teacher duties. The letter asks for a response from the US Department of Education as to whether or not it concurs with the state’s understanding of that section of the law. The letter is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Scientifically-Based Interventions and Instruction v. Accommodations v. Modifications

This factsheet defines what constitutes an intervention, a modification, and an accommodation and provides examples of each. It was created by IL-ASPIRE Central, a regional center of Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative. This resource would be particularly useful for teachers and administrators looking for information that distinguishes interventions from other measures used with struggling students.

Memo: Guidance on Response to Intervention (RTI) (pdf)

This is a 2006 cover letter for a guidance document from the North Dakota Title I Coordinator to Title I administrators and teachers. It outlines what will be found in the guidance document, namely how Title I personnel can participate in RTI initiatives. The letter is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Teaching All Children to Read: Practices from Reading First Schools with Relatively Strong Intervention Outcomes

This presentation was given by Joseph Torgesen for the Eastern Regional Reading First Technical Assistance Center at the 2006 Massachusetts Reading First Summer Conference. The presentation focuses on working at the school level to provide effective interventions. It examines characteristics of effective interventions, and common traits observed in effective schools (identified using the Index of Effectiveness for Interventions), with examples and video clips to illustrate each trait. The presentation also provides examples of intervention programs, and lists the pros and cons of each program. It is housed on a Professional Development Presentations website maintained by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy.

Illinois Alliance for School-based Problem-solving and Intervention Resources in Education (ASPIRE)

This website features information and resources related to Illinois’s Alliance for School-based Problem-solving and Intervention Resources in Education (ASPIRE) initiative, which established a regionalized system of technical assistance and professional development to support schools and districts in implementing a problem-solving, Response-to-Intervention approach to instruction. The website provides information on ASPIRE’s four regional service centers and contains links to documents, online training modules, and other resources concerning RTI implementation and protocol. The Illinois ASPIRE initiative was established by the Illinois State Board of Education and is funded by a five-year (2005-2010) State Personnel Development Grant under Part D of the Individuals with Disabilities Education Act (IDEA) of 2004.

Fast Fact: Title I Participation in Response to Intervention (RTI) Model (pdf)

This Fast Fact Sheet outlines how, in the State of North Dakota, Title I teachers can be involved in the RTI process. It provides information about regulations for Title I teachers in school-wide programs and targeted assistance programs, and provides the names of other Fast Fact Sheets that can be referenced for more information. This fact sheet is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Illinois Response to Intervention (RtI) Website

This 2008 website features resources released by the Illinois State Board of Education to assist districts in developing plans to implement Illinois’s Response to Intervention (RTI) model by the 2010-2011 school year. These resources provide information on the guiding principles behind the state model and explain the needs assessment and action planning procedures that Illinois school districts should use for RTI implementation.

Differentiated Instruction: Massachusetts Reading First Plan and John Silber Early Literacy Initiative

This presentation was given in 2006 by Dorothy Strickland, Ph.D., of Rutgers University. The presentation provides an overview of the three tier model, a typical plan for each tier in the model, and guidelines for organizing and planning for differentiating literacy instruction. It also provides examples of how to differentiate instruction using texts, scaffolded instruction, and assessment results. The presentation is housed on a Professional Development Presentations website maintained by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy.

Cal STAT Technical Assistance and Training Podcasts

This website provides podcasts from experts on a variety of RTI topics including RTI overview, how to implement RTI, disporportionality, and RTI and literacy. Currently podcasts are available in audio and PDF or html formats; transcripts of podcasts are also available for download. The resources were released by the California Services for Technical Assistance and Training, a special project of the California Department of Education.

RTI Model Using the Exclusion Model (pdf)

This brief outlines regulations from the North Dakota Department of Public Instruction regarding using an RTI model in regards to the exclusion from supplement not supplant provision in a Title I targeted assistance program. It defines the supplement, not supplant requirement from NCLB and then outlines special exceptions for supplemental state and local funds from the supplement, not supplant requirement. The brief was developed in February 2008 by the North Dakota Department of Public Instruction. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Illinois Response to Intervention (RtI) District Self-Assessment Template (word)

This 2008 form serves as a self-assessment that districts can use to stimulate group discussions about their readiness to implement a Response to Intervention (RTI) framework. It features indicators that allow districts to rate themselves according to seven areas of RTI implementation: (1) Consensus Building and Collaboration, (2) Standards-Based Curriculum and Research-Based Instruction, (3) Research-Based Assessment Practices, (4) Student Intervention/Problem Solving Team Process, (5) Intervention Strategy Identification, (6) Resources Allocation, and (7) Ongoing Professional Development for Effective RTI. This form and other RTI planning resources can be found on the Illinois State Board of Education’s RTI website.

Response to Intervention and the Three-Tier Model

This presentation provides an introduction to RTI as a decision-making model based on the three tier model of instruction. It provides a definition of RTI, an overview of its history, guidelines as to what constitutes “good” RTI, and a breakdown of the components and implementation of the three tier model. The presentation also focuses on using the three tier model as a vehicle for differentiating instruction, and examines how teachers can strengthen Tier 1 instruction for all students, with an emphasis on preventing reading failure for the lowest performing students. The presentation was developed in 2007 by the Massachusetts Department of Education, Reading First program. It is housed on a Professional Development Presentations website maintained by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy.

Ensuring Our Title I Program, Employing RTI, Is In Compliance (pdf)

This checklist developed by the State Superintendent’s office of North Dakota, provides guidance to ensure Title I services are in compliance in relation to the implementation of RTI. Nine statements are made that districts must abide by in order to be compliant. The checklist is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

California Association of School Psychologists - Response To Intervention Resources

This resource is the website for the California Association of School Psychologists (CASP), a statewide membership organization for school psychologists in California. The RTI section of the website houses a collection of RTI materials, many of which are on using RTI for learning disability identification. The resources are from the state of California, professional organizations, the U.S. Department of Education, Office of Special Education Programs (OSEP), OSEP-funded technical assistance and dissemination centers, and other states. The website also provides links to further websites that house resources on RTI.

Effective Tier 1 Instruction (pdf)

This presentation looks at effective Tier 1 literacy instruction at the elementary level. It provides an overview of the research on effective reading instruction in general. It then offers strategies for organizing and managing literacy blocks, and describes the use of differentiated instruction as preventive instruction with each layer of instruction and intervention aimed at responding to student needs and preventing reading disabilities. This presentation was developed in December 2008 by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy. It is housed on a Professional Development Presentations website maintained by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy.

“What Works” – A Resource Guide for Schools and Districts (pdf)

The North Dakota State Title I office created this “What Works” resource guide in 2007 for schools and districts to provide educators with strategies, interventions, and components used in effective educational programs. This document contains 22 one-page profiles, including a profile on response to intervention. Each profile provides an overview, research summary, and resource section. This resource is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

A Look into “RTI” Response to Intervention Brochure (word)

This brief provides an overview of Response to Intervention (RTI) as a collaborative system for identifying and addressing student needs by linking assessment to intervention and making data-based decisions. It also explains how a systemic RTI approach differs from traditional approaches to service delivery, and how special education eligibility decisions are made within an RTI system. This resource was created by David Workman, RTI Coordinator for Illinois’s Belleville Area Special Services Cooperative (BASSC).

Guidance for Implementing IDEA 2004

This outline on the Massachusetts Department of Education, Special Education, website presents key points of IDEA 2004, how it relates to the definition of and evaluation for Specific Learning Disabilities (SLD), and the use of IQ testing for SLD identification and eligibility. It also lists the primary components of research-based intervention.

Critical Characteristics of a Three Tiered Model Applied to Reading Interventions (pdf)

This article from California provides an outline of how RTI could serve as a model for delivering reading interventions and the important role that school psychologists can play in the implementation of the model. It discusses RTI as a tool for special education identification and provides implementation questions related to service provision and special education eligibility as well as information about developing criteria for the identification of students needing services. The article additionally presents components or an effective reading curriculum as well as characteristics of successful reading interventions.

Regulations of the Commissioner of Education Relating to General Education & Diploma Requirements – Section 100.2 General School Requirements

This resource is Section 100.2 of the Regulations of the Commissioner of Education Relating to General Education & Diploma Requirements. Section 100.2 pertains to General School Requirements. The required components of an RtI program are indicated in Section 100.2(ii). The regulations are periodically updated as amendments are adopted by the Board of Regent; they are housed on a website supported by the New York State Education Department (NYSED), Elementary, Middle, Secondary and Continuing Education (EMSCE).

School Psychologists and Response to Intervention (word)

This position paper from the California Association of School Psychologists (CASP) outlines the essential knowledge and skills that school psychologists need in order to participate in an RTI model as set forth in IDEA 2004. The paper provides an introduction to RTI and a three-tiered model, outlines the knowledge and skills that school psychologists should have, and provides resources for further guidance and training. This CASP position paper was adopted by the Board of Directors on February 15, 2006.

How to Involve Regular Education Teachers in the RTI Process (pdf)

This brief, developed by the State Superintendent’s office of North Dakota, provides guidance on how to include general education in the RTI framework and not have it seen as a special education initiative. It encourages all teachers to work together, the principal to be a leader and equal professional development for both general and special educators. This brief is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Specific Learning Disabilities: Eligibility Determination under IDEA 2004, Special Education Planning and Policy Development

As a result of the passage of IDEA 2004 and the additional option for response to scientific, research-based intervention as an evaluation method for identifying specific learning disabilities (SLD), Massachusetts has developed set procedures for SLD evaluation and identification. This presentation provides an overview of these procedures. Specifically, the presentation covers: what a Specific Learning Disability (SLD) is; how classroom practices and SLD eligibility are related; the process of determining eligibility with an SLD; and the use of forms and technical assistance around SLD. The presentation was developed by the Massachusetts Department of Education in February 2008.

Possible Funding Sources to Support RTI Initiatives (pdf)

This brief, developed by the State Superintendent’s Office of North Dakota, gives guidance on where districts may find possible funding sources to help school districts support RTI initiatives. Nine potential funding sources are listed and described. This brief is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Response to Instruction and Intervention (RtI): A Framework for Improving the Performance of ALL Students

This presentation outlines the essential components for implementation of a comprehensive system of instruction and intervention. It describes the basics of the RTI model and each tier of a three-tiered RTI model. System level implementation is highlighted, focusing on what system’s need to be ready for implementing RTI. Additionally, the presenters outline resources that can be used to guide both district and building level implementation efforts. This joint presentation by the University of Cincinnati, Cincinnati Public Schools, and Ohio Department of Education staff was given at the 2008 Special Education Leadership Conference, hosted by the Ohio Department of Education's Office for Exceptional Children (OEC). Other resources from this conference can be found on the Statewide Special Education Leadership Conference website.

Balanced Assessment Systems: Definitions and Practice - Resources (pdf)

This is a list of references that provide information on balanced assessment systems. The list includes resources from the Massachusetts Department of Elementary and Secondary Education, as well as resources that address classroom assessment, statewide assessment, program-level literacy assessment, and district-based assessment systems. This list was developed by the Massachusetts Department of Elementary and Secondary Education for the First Annual Summit on Curriculum, Instruction, and Assessment, held on December 10, 2008.

Indiana’s Vision of Response to Intervention Website

Indiana’s 2008 RTI Website provides definitions, key characteristics, and resources related to six core components that comprise the state’s vision for Response to Intervention (RTI): (1) Leadership; (2) Evidence-based core curriculum, instruction, and interventions/extensions; (3) Assessment and progress monitoring system; (4) Data-based decision making; (5) Cultural responsivity; and (6) Family, community & school partnerships. Additional resources – including conference video recordings, a state RTI discussion board, and FAQs – are also featured.

Early Intervening Services (EIS) (pdf)

This brief, developed by the State Superintendent’s office of North Dakota, describes the difference between early intervening services (EIS) and early intervention, how much of IDEA funds can be used for EIS, and what it means to have “scientifically-based” interventions. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website. 

Balanced Assessment Systems: Definitions and Practice (pdf)

This presentation was given at the First Annual Summit on Curriculum, Instruction, and Assessment, held in Massachusetts on December 10, 2008. The presenters make the case for using assessments for learning rather than making an assessment of learning. They discuss how the Massachusetts Comprehensive Assessment System (MCAS) can be used appropriately and how it can be misused. A district-based example is also discussed. The presentation concludes with an overview of the non-negotiable components of an effective formative assessment system.

Response to Intervention Summary

This fact sheet summarizes the RtI framework—what it is, the core principals, essential components and the three tiers of instruction and intervention. It defines what constitutes scientifically-based research, and describes what is needed for successful implementation of RtI. The fact sheet concludes by listing websites where resources to support RtI implementation can be found. This fact sheet is a resource from the General Session of the Special Education Leadership Conference, hosted by the Ohio Department of Education's Office for Exceptional Children (OEC) in September 2008. Other resources from this conference can be found on the Statewide Special Education Leadership Conference website.  

Using Title I Funds to Help Support RTI in Targeted Setting (pdf)

This brief, prepared by the State Superintendent’s office of North Dakota, outlines what is and is not allowable in using Title I funds to support RTI. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Calculating Effectiveness Indices Using a Standardized Reading Assessment (pdf)

This tool provides step by step instructions on how to calculate the effectiveness of core instruction, supplemental intervention, and intensive intervention using a standardized reading assessment. The tool was developed by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy, in December 2008.

A Comprehensive System of Learning Supports Guidelines

The Comprehensive System of Learning Supports (CSLS) Guidelines document, provided by the Ohio Department of Education in 2007, establishes guidance for districts and school building personnel in providing academic programs and support services that meet the unique needs of their students. It describes the solid foundation that each district must establish for students to succeed which includes standards-based curricula, differentiated instruction, and appropriate services provided by highly qualified people in a supportive learning environment. The guidelines outline the steps for districts to take to build the CSLS including planning, implementation, and evaluation.

Fulfilling the Promise for Student Success: A Comprehensive System of Learning Supports

This brochure, provided by the Ohio Department of Education, offers a concise summary of Ohio’s Comprehensive System of Learning Supports (CSLS). It describes what a learning supports system is, how such a system is designed, how it aligns with school improvement plans, and how the system benefits schools and students. The brochure provides a clear and easily understandable view of Ohio’s CSLS for a variety of audiences.

RTI – Questions and Answers (pdf)

This brief answers several commonly asked questions about RTI, including questions about Title I, funding, and who should participate in RTI. The brief was developed by the State Superintendent’s office of North Dakota. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

RTI Inventory and Needs Assessment

This 2008 tool is designed to help districts and schools prioritize needs by assessing their level of implementation of key indicators related to the six core components that comprise Indiana’s vision for Response to Intervention (RTI): (1) Leadership; (2) Evidence-based core curriculum, instruction, and interventions/extensions; (3) Assessment and progress monitoring system; (4) Data-based decision making; (5) Cultural responsivity; and (6) Family, community and school partnerships. A facilitator’s guide and mock inventory and needs assessment forms are also provided to aid stakeholders in using this tool. These resources were developed by the Indiana Department of Education in Fall of 2008.

Ohio's State Personnel Development Grant (SPDG): A Statewide Leadership Development Model to Close the Achievement Gap for Students with Disabilities and Other At-Risk Learners

This Ohio State Personnel Development Grant application, composed by the Ohio Department of Education, proposes the use of an RtI model across three years and 16 school districts to address the need for closing the achievement gap for students with disabilities and other students who are at risk learners. The application contains specific areas of student, personnel, and professional development needs. It is proposed that these needs, as well the “achievement and expectation gaps” student with disabilities face, will be met through implementation of an RtI model with academic and behavioral interventions.

Calculating Effectiveness Indices Using Benchmark Assessments (e.g., DIBELS) (pdf)

This tool provides step by step instructions on how to calculate the effectiveness of core instruction, supplemental intervention, and intensive intervention using benchmark assessments like DIBELS. The tool was developed by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy, in December 2008.

RTI Sample Model (pdf)

This brief outlines three steps for implementing response to intervention. Considerations are given to the student’s grade level expectations, if he/she is performing below those expectations, and if over time the student fails to improve after interventions. The brief was developed by the State Superintendent’s office of North Dakota. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website. 

School Readiness for RTI: A Self-Assessment (word)

This self-assessment checklist was developed to aid schools in evaluating how ready they are to implement RTI. The checklist allows schools to assess their practices and policies in the following areas: grade level teaming; core reading instruction; screening, assessment and progress monitoring; leadership and program capacity; and professional development. The West Virginia Response to Intervention Project, part of the West Virginia Department of Education, Office of Special Education, adapted this checklist with permission from the Colorado Department of Education.

Rubric for Evaluating Math Intervention Materials (pdf)

This tool provides a basis by which to evaluate math intervention materials. Users rate aspects of the materials on a scale from 1 to 5, and space is provided to describe supporting evidence for the rating. The categories by which to evaluate the materials are: Content and Standards-based math processes, Program Design, Teacher Friendly, Student and Family Friendly, Assessment, and Universal Access. The tool was developed by the Massachusetts Department of Elementary and Secondary Education in collaboration with the Massachusetts Math Liaisons Network in December 2008.

RTI Sample Model II (pdf)

This brief illustrates the three tiers of response to intervention. For each tier, necessary professional development is identified. In addition, instructional practices and interventions that should occur in each tier are identified. The brief was developed by the State Superintendent’s office of North Dakota. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website. 

Response to Intervention: Revisiting the Basics, Deepening our Understanding

This PowerPoint presentation provides an overview of the status of the implementation of RTI in West Virginia. It addresses the components and implementation of tiered instruction, discusses how RTI is used in the identification of learning disabilities, and discusses how RTI fits into the instruction of a student with an IEP. In addition, it provides FAQs about the relationship of RTI to Special Education and case studies to illustrate the point. The presentation, which was developed by the West Virginia Department of Education for an RTI Leadership Conference held on December 10, 2007, was updated in March 2008.

The Student Support System Continuum for Mathematics (pdf)

This chart is designed as a self-assessment tool to be used individually and collaboratively to establish common ground for planning and progress in the establishment of a successful student support system. In attempting to determine the current status of a school/district intervention system, it is helpful to define and evaluate in which stage (Pre-Initiation, Initiation, Developing or Sustaining) the school or district is for each of the eight components: clearly articulated learning expectations, pacing guide, common formative assessments, data analysis, remediation, intervention, enrichment, and structure and resources. The chart was developed by the Massachusetts Department of Elementary and Secondary Education in collaboration with the Massachusetts Mathematics Support Specialists and Liaisons Networks in December 2008.

IPLA-Today April 2008 Podcast: Indiana’s Plan for Implementation of Response to Intervention

This 2008 presentation provides an overview of the State of Indiana’s plan for implementing Response to Intervention. It describes key features of the Response to Intervention framework promoted by the Indiana Department of Education and identifies three goals that Indiana submitted as part of the U.S. Department of Education’s RTI Summit held in December 2007. This presentation first aired on April 1, 2008 and features Susan Kertes, Associate Director of the Indiana Principal Leadership Academy, as well as Tara Rinehart, Exceptional Learner Specialist within the Indiana Department of Education’s Office of Exceptional Learners.

Guidelines of Implementation of 21st Century Content Standards and Objectives, Reading First and RTI

This PowerPoint addresses FAQ’s about the implementation of Reading First and RTI. It provides guidance on the following topics: the main components of RTI; what federal and state policy says about implementing RTI; adhering to time requirements for Reading English Language Arts (RELA) blocks at the elementary school level; and the use of technology and other resources (e.g., text books, trade books) in RELA instruction. The presentation also lays out West Virginia’s goals and timeline for implementing RTI. The presentation was developed in November 2007 by the West Virginia Department of Education (Office of Instruction, Office of Instructional Technology, and Office of Special Programs).

Sample Response to Intervention (RTI)/Title I Collaborative Process (pdf)

This brief outlines nine steps involved in response to intervention. Is gives examples to illustrate how RTI and Title I can work together toward the same end. The brief was developed by the State Superintendent’s office of North Dakota. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Tier 2 Small Group Intervention Form (word)

This form is to be completed for students who receive intervention instruction in addition to the core reading program (Tier 1). It is a mechanism for tracking Tier 2 instructional procedures, progress monitoring plans, and goals for individual students. The form was developed by the West Virginia Response to Intervention Project, of the West Virginia Department of Education.

Tiered Instructional Models – Resources (pdf)

This handout provides a brief summary of tiered instruction. It also provides a comprehensive list of resources for further information on tiered instruction in general and on its components, and on tiered instruction as it relates specifically to the following: Reading, Mathematics, Behavior and Discipline, and Specific Learning Disability (SLD). The brief was developed by the Massachusetts Department of Elementary and Secondary Education for the First Annual Summit on Curriculum, Instruction, and Assessment held on December 10, 2008.

Keynote RTI: A National Perspective

This 2008 presentation introduces Response to Intervention (RTI) as a systematic, school-wide process to provide academic and behavioral supports tailored to meet the needs of all students. It shares practitioner perspectives on the foundations of RTI, essential elements of an effective process, and implications for implementation. It was presented by Dr. Patti Ralabate of the National Educators Association (NEA) and Brian Baker of the American Federation of Teachers (AFT) as the keynote address at the state’s October 15, 2008 conference titled Indiana’s Perspective on Response to Intervention. Other presentations from this conference can be found on the Indiana Department of Education's RTI website.

Response to Intervention Checklist: Are We Ready? (pdf)

This self-evaluation tool was developed by the North Dakota Department of Public Instruction. By assessing whether or not there is commitment within the school or district to various indicators, administrators can use this tool to determine how ready the school or district is to implement the RTI model. This tool is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Tiered Instructional Models (pdf)

This presentation provides an overview of tiered instruction. It includes flow charts that illustrate critical considerations when making decisions about instruction and support for students. Examples of tiered instruction in reading and math are also presented. The presentation was developed by the Massachusetts Department of Elementary and Secondary Education for the First Annual Summit on Curriculum, Instruction, and Assessment held on December 10, 2008.

West Virginia Response to Intervention Project: Frequently Asked Questions (pdf)

This six-page brief, presented in the format of frequently asked questions, addresses the main components of RTI, implementation of the Three-Tier model of instruction, and the goals and scope of the West Virginia RTI Project. It also provides descriptions of different concepts, such as progress monitoring and DIBELS. This brief was developed by the West Virginia Response to Intervention Project, of the West Virginia Department of Education, Office of Special Education, in October 2005.

Establishing Response to Intervention: Scaling Up in West Virginia (pdf)

This chart illustrates the three phases of RTI implementation in West Virginia, which span from 2005 through 2012. Phase I involves such steps as issuing an implementation guidance document, securing grant funding, and establishing a timeline for implementation. Phase II includes initiating expansion of RTI to all elementary schools, defining the RTI model for middle and high schools, and creating monitoring and professional development support. Phase III involves direct expansion to high schools, maintaining communication loops, and continuing the evaluation of the RTI program. The chart was developed by the West Virginia Department of Education, Office of Special Programs, Extended and Early Learning, in October 2007.

RTI Universal Screening/Title I Student Selection Worksheet (pdf)

This worksheet, developed by the North Dakota Department of Public Instruction, provides a means to organize students’ scores on an RTI universal screening for determining Title I eligibility. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Tiered Model of Curriculum Delivery (pdf)

This flow chart presents the process for monitoring students’ progress and determining which tier of instruction is most appropriate. The flow chart was developed by the Massachusetts Department of Elementary and Secondary Education, Office of Literacy.

West Virginia Response to Intervention: An Implementation and Technical Assistance Guide for Districts and Schools (word)

Elementary schools are encouraged to use this implementation and technical assistance guide to establish RTI in their schools. The guide provides background information about the West Virginia RTI Project and includes sections on: how schools can assess themselves for readiness; the three-tier reading model; assessment systems; implementing RTI; parent involvement; and professional development. The guide was developed by the West Virginia Department of Education, Office of Special Education Achievement, in October 2006.

Student Intervention Plan – Sample 1 (pdf)

This is one possible layout suggested by the North Dakota Department of Public Instruction for creating a student intervention plan for students who receive intervention instruction. It provides space to document information on screening data indicating a need for further intervention, planned interventions, timelines, and progress monitoring plan, as well as who is responsible for each of these components. This resource is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

K-3 Reading Model Academy: Implementing the Three Tiered Reading Model

This PowerPoint presents components of the K-3 Reading Model, and how to effectively implement the model at classroom and school levels. To this end it addresses the characteristics of instruction at each tier, and how to coordinate the assessment of students and the use of staff, and provides small group lesson examples. The presentation also displays data on how early intervention has changed reading outcomes in West Virginia, and recommends additional references and websites for further information. This presentation was developed by the West Virginia Department of Education, Office of Special Programs, Extended and Early Learning, in the summer of 2007.

Mississippi’s Three Tier Model of Instruction: An Overview of the Intervention Policy and Process

This 2005 presentation provides an overview of the state of Mississippi’s three-tier RTI model. It describes each of the three tiers in detail and the interventions that occur in each one, outlines the role of the teacher support team, and describes the forms required of teams. These forms include: Request for Referral to the Teacher Support Team; Student Data Sheet; Social/Emotional Worksheet; Tier I/Tier II Worksheet; TST Summary Sheet; TST Recommendation Sheet; and Tier II Intervention Documentation. This presentation was given by the Mississippi Office of Curriculum & Instruction at the 2005 Mississippi Association of School Superintendents Conference.

Student Intervention Plan – Sample 2 (pdf)

This is one possible layout suggested by the North Dakota Department of Public Instruction for creating a student intervention plan for students who receive intervention instruction. It provides space for information on screening test results, interventions, progress monitoring results during and after the intervention, and a final evaluation. This resource is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Evidence-Based Core Curriculum Instruction and Intervention/Extensions

This 2008 presentation explains the significance of evidence-based practice and describes the use of evidence-based instruction and interventions within a Response to Intervention (RTI) framework. It identifies resources that educators can use to locate scientifically-based interventions that provide academic and behavioral support in the general education classroom. This presentation was given by Rosemary King-Johnston of the Maryland State Department of Education and the National Educators Association’s Resource Cadre during Indiana’s October 15, 2008 conference titled Indiana’s Perspective on Response to Intervention. Other presentations from this conference can be found on the Indiana Department of Education’s RTI website.

Understanding the Response to Intervention Process: A Parent’s Guide (pdf)

This guide was developed by the West Virginia Department of Education, Office of Special Programs, in January 2008 to provide parents with a brief overview of RTI. It discusses what RTI is, how the three tier reading model works, how referrals for special education services work under RTI, the importance of progress monitoring, and how parents can get involved in the RTI process. The guide also points to additional resources for parents.

Scenario Two of an RTI Model (pdf)

This document from the North Dakota Department of Public Instruction describes how to use early intervening services in Scenario Two of an RTI Model in a targeted assistance school as students are moved up through the tiers of instruction. It includes examples of how Tier III can be implemented with Title I students. This resource is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Family, Community, and School Partnerships

This 2008 presentation describes how schools can forge partnerships to engage families and communities in ways that support the development and implementation of effective Response to Intervention (RTI) practices. It provides an overview of Dr. Joyce Epstein’s framework of six types of parent involvement, which includes: (1) parenting, (2) learning at home, (3) communication, (4) volunteering, (5) decision-making, and (6) collaborating with the community. This presentation was given by Debra Jennings of the Region 1 Parent Technical Assistance Center during Indiana’s October 15, 2008 conference titled Indiana’s Perspective on Response to Intervention. Other presentations from this conference can be found on the Indiana Department of Education’s RTI website.

District Level RTI Implementation Status Rubric (word)

This rubric was developed to assist districts in determining the level of RTI implementation across schools along several dimensions: assessment; instruction; collaboration and problem solving; professional development; and Special Education referral and eligibility procedures. The rubric was developed by the West Virginia Department of Education, Office of Special Programs in September 2008.

Characteristics of Tiers at Elementary Levels (pdf)

This resource describes the characteristics of instruction and intervention at each tier of a three-tiered RTI model for the elementary levels (K-4). It also provides an overview of what RTI is, plans for establishing and scaling up RTI in West Virginia, and the scope of work for RTI specialists in West Virginia schools. This resource was developed by the West Virginia Department of Education for the 2008-2009 school year.

Characteristics of Tiers at Middle and Secondary Levels (pdf)

This resource describes the characteristics of instruction and intervention at each tier of a three-tiered RTI model for the middle and secondary levels (grades 5-12). It also provides an overview of what RTI is, plans for establishing and scaling up RTI in West Virginia, and the scope of work for RTI specialists in West Virginia schools. This resource was developed by the West Virginia Department of Education for the 2008-2009 school year.

Scenario Three of an RTI Model (pdf)

In this document, the North Dakota Department of Public Instruction describes Scenario Three of an RTI Model in a targeted assistance school. In Scenario Three in a targeted assistance school, Title I teachers use the in-class model of instruction to provide supplemental educational assistance to identified Title I students. This resource is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Three Tier Instructional Model Teacher Support Team Frequently Asked Questions (FAQs) (word)

This 2006 fact sheet presents a series of frequently asked questions about Mississippi’s three-tier instructional model and teacher support team. It discusses how to develop each tier, how students should move through them, and the role of the teacher support team within a school. It was produced by the Mississippi Office of Curriculum & Instruction, and would be useful for school level administrators who seek guidance on how to set up a team building structure to support tiered instruction.

Collaboration of RTI and PBS (pdf)

This brief describes RTI, Positive Behavioral Support (PBS), the similarities between the two programs, and how they can be used collaboratively to meet students’ needs. The brief was developed by the North Dakota Department of Public Instruction, State Title I Office. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Curriculum & Assessment Update

This PowerPoint presentation provides an overview of the status of RTI implementation in Mississippi, with a focus on tiered instruction. It also includes a timeline of framework revisions for selected subject areas and future plans for RTI implementation. The presentation was developed by the Mississippi Department of Education in April 2008.

PBS Levels (pdf)

This graphic describes the different levels of Positive Behavioral Support (PBS): classroom, targeted group, and individual student. The document was developed by the North Dakota Department of Public Instruction, State Title I Office. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Iowa Special Education Eligibility Standards, July 2006

This resource presents guidelines for determining special education eligibility under a Response-to-Intervention (RtI) framework in the state of Iowa. It outlines guiding principles for eligibility decision-making and identifies specific process and content standards that should be applied to all students being considered for special education services. Featured process standards include data and documentation requirements, exclusionary requirements, and decision-making team requirements while discussion of content standards centers around key components and questions related to students’ educational progress, discrepancy, and need. This resource was released by the Iowa Department of Education in 2006.

The Three Tier Intervention Model

This PowerPoint presentation provides an overview of the benefits of RTI implementation versus the traditional system of intervention. It addresses resource allocation, student monitoring, identification of students for intervention or early intervening, and includes an overview of the Three Tier Model. The presentation was developed by John E. McCook for the Mississippi Council for Exceptional Children held on January 19, 2006.

PBS Sample Levels (pdf)

This graphic provides examples of the procedures that can be involved in the different levels of Positive Behavioral Support (PBS): classroom, targeted group, and individual student. The document was developed by the North Dakota Department of Public Instruction, State Title I Office. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Response to Intervention for the NDCEL Summer Conference (pdf)

This handbook is from a conference hosted by the North Dakota Department of Public Instruction in June 2008. It covers topics such as: the North Dakota statewide RTI task force, upcoming professional development trainings in the state, how to involve regular education staff in RTI, RTI tools, funding for RTI initiatives, and collaboration between RTI and PBS. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Title I/Special Education RTI Audio Conference (pdf)

This presentation provides background information on RTI (including myths, advantages, and funding options) and additional resources that are available, presents the North Dakota leadership team and its outcomes, and discusses how Title I affects RTI and different means through which RTI can be coordinated. The presentation was given by North Dakota Department of Public Instruction staff as part of the Title I/Special Education RTI Audio Conference in February 2008. It is housed on the Response to Intervention and Title I section of the North Dakota Department of Public Instruction website.

Instructional Decision Making (IDM)

This 2007 handbook explains key concepts, terminology, and tools used in Iowa’s 3-cycle (core, supplemental, intensive) instructional decision-making (IDM) process. It outlines curriculum, instruction, and assessment practices employed in each cycle and describes how to determine whether each cycle is meeting student needs. The handbook is particularly useful for district- and school-level administrators because it provides rubrics for evaluating system structures, assessments (screening, diagnostic, and formative), and IDM process components. It also contains sample site review and action planning forms that can be used to monitor schools’ implementation of the IDM process. This resource was released by the Iowa Department of Education in 2007.

Response to Intervention: Early Intervening and Responsiveness to Intervention - A Primer for Parent (pdf)

This pamphlet provides an overview of the relationship between early intervening services (EIS) and RTI, and how parents should be involved in each process. It describes the nature and the goals of both EIS and RTI, and describes what a parent’s role is at each tier of a three-tiered RTI model. The pamphlet was developed by the South Dakota Department of Education in August 2007.

Specific Learning Disability - Eligibility (pdf)

This document provides an overview of the policies in South Dakota regarding eligibility for Specific Learning Disabilities (SLD). It provides guidance on the use of RTI or a severe discrepancy model in determining a specific learning disability, and includes the forms an IEP team must complete when determining eligibility. The document concludes by providing responses to frequently asked questions regarding SLD determination. The document was released by the South Dakota Department of Education.

Response to Intervention: The South Dakota Model (pdf)

This resource is a draft version of South Dakota’s RTI guidance document, which provides an overview of RTI definition and implementation in the state. The document includes sections describing the definition of RTI, steps for data collection and assessment systems, instruction and intervention at each tier of a three-tier RTI model, and parent involvement in each tier. A diagram of how South Dakota will implement the multi-tiered RTI system is included as well. The appendix includes a section on administrative considerations in RTI implementation, a description of Early Intervening Services (EIS), a glossary of RTI terms, and a chart of RTI assessments for reading, among other information. The guidance document was released by the South Dakota Department of Education in 2007.

Instructional Decision-Making (IDM) at Lynnville-Sully Elementary

This 2007 presentation features a case study of one elementary school’s experience with implementing Iowa’s Instructional Decision-Making (IDM) model. The presentation outlines the school’s perceived need for change, key elements of its change process, and next steps for implementation. Sample progress monitoring graphs are also presented to indicate school successes. This resource was created by Lynnville-Sully Elementary School in 2007.

Update on [Idaho] Statewide RTI Support and Training (pdf)

This memo, disseminated by the Idaho RTI Coordinator in February 2009, describes the tools and resources available to support the implementation of RTI in Idaho schools including an RTI Website, Tactical Support, Self-Assessment, and grant opportunities. It also describes resources currently in development that will offer further support in RTI. This document is housed on the Idaho State Department of Education’s RTI website.

Instructional Decision-Making (IDM) at North Scott Junior High

This presentation describes one middle school’s activities during its first year of implementing Iowa’s 3-tiered (core, supplemental, intensive) Instructional Decision-Making (IDM) model. Featured information includes: the school’s reasons for adopting a differentiated instruction approach; its staff development activities and resources; lessons learned during the first year of implementation; and its next steps for continued implementation. A list of core, supplemental, and intensive reading interventions is also provided. This resource was created by the building leadership team at North Scott Junior High School and would be particularly helpful to school administrators and teachers looking for examples of how to begin using differentiated instruction school wide

Idaho Special Education Manual and Forms

This website hosts the Idaho Special Education Manual, developed by the Idaho State Department of Education in 2007. The manual is designed to help teachers, administrators, and school staff understand the provisions of the Individuals with Disabilities Education Improvement Act and meet the guidelines contained within the law. It contains a sample set of approved policies and procedures that may be adopted by Idaho boards of trustees. The manual’s appendices clarify and assist in adopting policies.

 

RITAP Response to Intervention Website

A link off the main website for the Rhode Island Technical Assistance Project (RITAP), this website provides information about: RTI in Action (descriptions of what some Rhode Island schools are doing to develop their school-wide RTI model); Resources (includes links to print documents and websites, as well as presentations categorized into four sections: Overview of RTI, Learning Disability, Assessment, Literacy and Teaming); and Professional Development and Networking (available workshops focusing on different aspects of RTI). This website is maintained by the Rhode Island Technical Assistance Project, a project housed at Rhode Island College and supported by the Rhode Island Department of Education Office for Diverse Learners.

Interim Guidance Regarding Service Delivery and Learning Disability Identification (pdf)

This report, issued in 2006 by the Rhode Island Department of Elementary and Secondary Education, provides guidance regarding service delivery and learning disability (LD) identification post IDEA reauthorization and pending Rhode Island regulation revision. The specific topics covered include: service provision; special education decision-making; special education evaluation; disability determination; and annual reviews and reevaluation. The report also provides recommendations for districts, and lists additional references for further information on LD identification and RTI. This resource is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Personal Literacy Plan Guidelines: Second Edition (pdf)

This resource was developed by the Rhode Island Department of Education in 2005. It provides guidance for districts and schools on developing Personal Literacy Plans for students. A Personal Literary Plan (PLP) provides a problem-solving approach for improved student reading that is cyclical, inclusive (involving teachers, parents, administrators, etc.) and connects to the process of school improvement. The major components of a PLP are intervention and intervention progress monitoring.

This guidance document provides an overview of: the background and definition of PLPs; assessing which students need a PLP; what constitutes systematic and explicit literacy instruction; the life cycle of a PLP; assessment of the effectiveness of a PLP; creating and expanding a systematic support system for students with PLPs, as well as the different roles involved in this system. The Rhode Island Department of Elementary and Secondary Education (RIDE) strongly suggests that all school districts use this document to guide the development of their PLP system and the refinement of their PLPs, reading interventions, and reporting forms. This resource is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Team Review of Referral and Evaluation Report and Learning Disabilities Documentation Form

This resource contains both the Team Review of Referral and Evaluation Report and the Learning Disabilities Documentation Form. The former is intended for use by local education agencies to document and review the following information pertaining to a specific student: evidence of prior instruction, intervention and progress; suspicion of disability; assessment questions used and evidence gathered; the evaluation meeting (relevant behavior noted during the observation of the child and the relationship of that behavior to the child's academic functioning in the areas of difficulty); and the determination of disability. The Learning Disabilities Documentation Form is then completed to document the basis for the disability determination (i.e., the achievement, learning rate, learning gaps, and relative strengths of the student). This resource is provided by the Rhode Island Department of Education. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

RTI: Questions and Answers

This presentation provides an overview of RTI and presents some considerations for districts and schools beginning implementation. It first describes what RTI is and what the components are of a school-wide system of RTI. It then outlines a possible systems approach to implementing the model in terms of the classroom unit and individual students. It examines the use of data in a data-driven way versus a data informing way, and delineates four organizing principles underlying the RTI model. The presentation concludes with several questions to explore regarding the implementation of RTI, and considerations for capacity building to facilitate the implementation process. This presentation was developed in 2006 by Laura Boynton Hauerwas of Providence College, Kristen Matthes of the Barrington Public School, and Ina S. Woolman of the Rhode Island Department of Education, Office of Special Populations. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Response to Intervention: Tools for Improving Achievement District-wide

This presentation provides a comprehensive overview of the philosophy and system of RTI. It reviews the key concepts and practices of the model, and provides two case studies to illustrate these elements, including evaluating student progress, targeting interventions, evaluating data, and forming a plan. It also reviews how RTI impacts learning disability determination. The presentation concludes by examining the shifts Rhode Island districts and schools are making due to implementing RTI; it identifies the key components of implementation (progress monitoring, PLCs, the problem-solving process, and interventions) and offers lessons learned from the process thus far. The presentation was developed in 2005 by Laura Boynton Hauerwas of Providence College, and Ina S. Woolman of the Rhode Island Department of Education, Office of Special Populations. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Moving Toward a Problem-Solving Approach that Uses Response to Intervention Data

This presentation provides an overview of RTI and the problem-solving process. It reviews the philosophy and tenets of RTI, as well as the steps involved in the problem-solving process. It discusses what interventions are and the use of data (both benchmark and progress monitoring data) to chart RTI. The presentation also emphasizes expanding circles of support and team collaboration in the implementation of RTI. The presentation was developed in 2006 by Laura Boynton Hauerwas of Providence College, and Kristen Matthes of the Barrington Public School. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Everything You Always Wanted to Know about Problem Solving and Response to Intervention... Don't Be Afraid to Ask!

This presentation provides an in-depth look at RTI and the problem solving process. It uses charts to illustrate the different steps in the problem solving process. It also discusses the three tiers of intervention, how to use data to drive decision making, key questions to consider when choosing data tools, and websites to consult to find out more about data tools. The presentation concludes by looking at how to coordinate the implementation of RTI, and shares various lessons learned about teaming in general. The presentation was developed in 2005 by Laura Boynton Hauerwas of Providence College, and Ina S. Woolman of the Rhode Island Department of Education, Office of Special Populations. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Response to Intervention – Linking Statewide Initiatives

This presentation provides an overview of Rhode Island’s statewide initiatives, including: RTI (describes the main features of the model); Personal Literacy Plans (PLP) (delineates the PLP lifecycle within the problem-solving approach); the Reading First Program (discusses what services and resources its funds support); and the scaffolded framework for secondary literacy.

The presentation also examines using the problem-solving approach to determine learning that is occurring beyond grade level, as well as using RTI to make special education decisions. This presentation was developed in 2005 by Todd Flaherty for the Rhode Island Department of Elementary and Secondary Education. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Maine State Response to Intervention/Pre-Referral Guide

Maine’s State Response to Intervention/Pre-Referral Guide was developed by the Maine State Department of Education. The guide is divided into several sections: (1) Section 1 provides information about Maine’s definition of RTI and delineates the state’s required components of an RTI plan; (2) Section 2 describes the development of district RTI/pre-referral plans with the intent of helping schools and districts determine where they are in relation to implementation of each core component of an RTI framework; the section provides probing questions and references to help guide implementation and planning teams’ work; (3) Section 3 discusses the use of different funding sources, namely state and federal funds, within an RTI framework; and (4) Section 4 looks at other supporting resources from Maine for the implementation of RTI, including links to RTI references found in the Maine Unified Special Education Regulation. The guide concludes with responses to FAQs around RTI.

The Impact of RTI on Learning Disabilities Identification

This presentation examines the impact of RTI on learning disabilities identification. It first reviews guidance from IDEA 2004 regarding learning disability determination. It then delineates the process of Special Education decision-making wherein first the curriculum, instruction, and environment are evaluated, and then the Special Education process commences with the Evaluation Team’s consideration of referral. The presentation concludes with a description of how the RTI model impacts the determination of learning disabilities. The presentation was developed in 2005 by Ina S. Woolman of the Rhode Island Department of Education, Office of Special Populations. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

The Demise of IQ Testing for Children with Learning Disabilities in Rhode Island – We Can Be Functional

This presentation discusses the IQ-Achievement Discrepancy model as an invalid means for identifying individuals with LD. It presents evidence regarding the origins of and theory behind the model as to why it is invalid. The presentation then argues that the validity of the concept of LD does not hinge on the validity of IQ-Achievement Discrepancy, and emphasizes response to intervention (RTI) as the most promising method of alternate identification since it can both promote effective practices in schools and help to close the gap between identification and treatment. This presentation was given by W. Alan Coulter, Ph.D. of the Human Development Center, LSU Health Sciences Center, at the National Association of School Psychologists 2002 Annual Convention. It is based on a presentation by Robert H. Pasternack, Ph.D., Assistant Secretary, Office of Special Education and Rehabilitative Services.

Nuts and Bolts of Progress Monitoring

This presentation provides an overview of the key elements of progress monitoring. It begins with a discussion of what progress monitoring is and why it is used. It examines how curriculum based measurement (CBM) is used for progress monitoring, and provides sample CBMs in reading, math, writing and spelling. The presentation also covers how to graph data being used for progress monitoring by hand, using an excel sheet, and using a web-based system. It discusses how data-based decisions are made, regarding both performance level (gaps in performance) and rate of learning (trends in performance). The presentation provides case examples to illustrate this process. The presentation was developed in 2006 by Laura Boynton Hauerwas of Providence College and Kristen Matthes of the Barrington Public School. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Brochure: Your Child’s Reading Program in the Bethel School District (pdf)

This brief is a brochure that describes the RTI Reading Program in the Bethel School District in Oregon. It explains what RTI is, how students’ progress is assessed, and how the school decides which students need additional instruction. It also explains how the RTI process helps students become better readers. The brochure was released by the Oregon Bethel School District.

Building a Comprehensive Assessment System – The Role of Assessment in Supporting RTI

This presentation explores the role of assessment in supporting RTI. It discusses the difference between assessments of learning (outcome measures, screening) and assessments for learning (diagnostic measurements, progress monitoring). It then examines several aspects of RTI, including: the problem-solving philosophy that undergirds it; RTI as an intervention system; RTI as a way to monitor progress; and RTI as an expanding circle of support for students at the school level. The presentation was developed in 2006 by Marilyn Bouclin, Kristen Matthes of the Barrington Public School, and Donna Morelle. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Personal Literacy Plans at the Secondary Level

This presentation reviews the process of developing and implementing Personal Literacy Plans (PLP) at the Secondary Level. It reviews the necessary components of a comprehensive literacy program and the structure of the program in terms of support provided (i.e., schoolwide literary focus for all students, targeted instruction for some students, and intensive interventions for a small number of students). Students receiving intensive interventions require a PLP. The presentation discusses the purpose, components, and student-centered process of a PLP, and how to determine the degree of support needed by students (i.e., targeted versus intensive). It concludes with an overview of the roles and responsibilities of the expanded support team and the district in the PLP process. The presentation was developed by the Rhode Island Department of Education in 2003. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Defining the Literacy Challenge in Rhode Island – An Opportunity for Problem Solving

This 2003 presentation provides an overview of defining the literacy challenge in Rhode Island by reviewing and drawing conclusions from different data sources. It offers a brief profile of schools in Rhode Island and characteristics of students in 2001-2002. It then presents results from various assessments, including the 2003NAEP Reading assessment and the 2002 New Standards Reference Examination in English Language Arts, breaking out the results by all students, students with disabilities, and LEP eligibility for comparison. Lastly, the presentation points to other data sources that can be assessed to identify academic challenges across districts and schools. This presentation was developed and presented by Jackie Bourassa, Education specialist, and Elizabeth Hyman, Assessment Specialist, both of whom are with the Rhode Island Department of Education. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Bethel School District Flowchart: Response to Intervention, Reading, Kindergarten – 5th Grade (pdf)

This flowchart illustrates how the RTI system in the Bethel School District operates for all schools with kindergarten through 5^th grades. The flowchart was released in 2007 by the Oregon Bethel School District.

Bethel School District: Response to Intervention Guidelines (pdf)

This brief presents Bethel School District’s RTI Guidelines. It provides detailed information on: (a) reading growth rates and levels for grades 1 through 5; (b) calculating adequate progress, including how to establish targets and decision rules for evaluating student progress; and (c) features of Bethel RTI support. The brief was released in 2007 by the Oregon Bethel School District.

Bethel School District: Expected Growth Targets for Intensive and Low Fluency Readers (pdf)

This fact sheet is intended to accompany the brief Bethel School District: Response to Intervention Guidelines. The fact sheet identifies Bethel School District’s expected growth targets for intensive and low fluency readers in grades 1 through 5. It was released in 2007 by the Oregon Bethel School District.

Changing Roles of Teams – Putting all the Pieces Together to Develop a Strategic Problem-Solving Team

This presentation explores the function and purpose of effective teams in a comprehensive RTI process. It first reviews the history of teams in Rhode Island schools, and states the current legislation on establishing student intervention teams. The presentation then discusses the evaluation of existing teams (structure, purpose and effectiveness) and readiness to be an RTI team. It presents the components and essential skills of effective RTI teams, and concludes with designing individualized action plans to define next steps in the implementation of an RTI process. This presentation was developed in 2006 by Laura Boynton Hauerwas, Ann Marie Dubuque and Barrie Grossi. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Bethel School District: RTI Student and Instructional Variables (SIV) (pdf)

This resource is a Student and Instructional Variables (SIV) form. The form is to be completed by a Title I teacher following RTI interventions and prior to a Teacher Assistance Team (TAT) meeting. It allows the teacher to record: the supplemental programs in place for the student; variables for instructional delivery; variables to increase student engagement; a review of the student’s attendance, report cards, progress reports, and teacher remarks; a summary of the TAT decision; and a summary of the four week review. The form was released in 2007 by the Oregon Bethel School District.

Are You Part of a Professional Learning Community? How to Find Out and What to Do About It!

This presentation provides a comprehensive overview of the nature and responsibilities of true Professional Learning Communities (PLCs). It delineates what PLCs are versus what they are not, the essential components of PLCs, and the roles and responsibilities PLCs have in schools implementing RTI. The presentation concludes with a short bibliography of other resources that provide more information on PLCs. The presentation was developed in 2005 by John Golden and Donna Vigneau Carlson. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

RTI Grade Level Benchmarks (pdf)

This form presents reading benchmarks for grades 1 through 5. It is Bethel's example of an RTI Summary Form that shows how individual student data, used for eligibility evaluation or generic progress monitoring, can be kept over time. It was released in 2007 by the Oregon Bethel School District.

PLP Circle of Support – A Prevention/Intervention Model

This presentation provides an overview of the Personal Literacy Plan (PLP) as a prevention and intervention model aimed at ensuring all students become proficient readers and can read at grade level. The presentation describes the major components of a PLP (assessment, intervention, and progress monitoring), discusses the primary purposes of a PLP (action plan, documentation, and record of intervention), and examines establishing an expanding circle of support for students. The presentation also reviews different types of assessments and their purposes, including screening, diagnostic, progress monitoring, and outcome measures. It points to assessment databases that can be accessed for more information on the intended purposes of the different types of assessment. The presentation concludes with items to consider when implementing the PLP model. The presentation was developed in 2003 by the Rhode Island Department of Education. It is housed on the Response to Intervention website of the Rhode Island Technical Assistance Project (RITAP).

Bethel School District: Program Placement Matrix (pdf)

This resource is a draft document of Bethel School District’s RTI Program Placement Matrix for kindergarten through 5^th grades. The document was released in 2007 by the Oregon Bethel School District.

RI's RTI Train-the-Trainer Module Series

In 2007-2008 the Rhode Island Response to Intervention Initiative developed a series of six modules to support RI districts in preparing their staff to implement a systematic problem solving process to meet the needs of all students. These modules were developed to enable district teams to meet their increasing professional development needs in a flexible as-needed manner. The modules provide an awareness of each of the key components and materials to help staff understand how Response to Intervention is consistent with many instructional and leadership initiatives including Personal Literacy Plans, Secondary Reform, Special Education Eligibility, Professional Learning Communities. Each module is designed to be approximately two hours in length which can be divided into two one hour sessions. Two to three activities are built in to each module to encourage adult learning and interaction with topics. Follow-up resources and activities to extend the topic are also included.

The six modules are:

1. What is RTI?
            2. What is an Intervention?
            3. Assessment and RTI
            4. Changing Roles and the Teaming Process
            5. RTI and LD
            6. Nuts and Bolts of Progress Monitoring

Title I Program Information and Notice: Parent Letter (pdf)

This resource is a sample letter notifying a parent that his/her child is eligible to receive extra academic support in reading through the Title I program. It also provides space to record the student’s current status in relation to the Title I program. The sample letter was released in 2007 by the Oregon Bethel School District.

Bethel School District: Parent Notification of Teacher Assistance Team Meeting (pdf)

This is a sample letter notifying a parent that their child has been referred to the Teacher Assistance Team (TAT) meeting for an assessment of his/her needs. It also provides space to record notes and outcomes from the TAT meeting. The sample letter was released in 2007 by the Oregon Bethel School District.

Parent Notification when using Response to Intervention under the Individuals with Disabilities Act (pdf)

This fact sheet explains to parents what RTI is, and what the RTI process is in the Bethel School District (including the different levels of intervention used, and progress monitoring). It also describes the parent’s role in the RTI process. The fact sheet was released by the Oregon Bethel School District.

Bethel School District: Statement of Eligibility for Special Education & Specific Learning Disability Eligibility Report (pdf)

This document contains two forms from the Bethel School District: the Statement of Eligibility for Special Education, and the Specific Learning Disability Eligibility Report. The first form allows teachers or other service providers to document what evaluation components the team completed, and what the team’s decision is regarding the student’s qualification for special education. The second form, the Specific Learning Disability Eligibility Report, documents: a student’s background information; results of classroom observation; intellectual assessment of the student; the student’s current skill level; the student’s response to interventions implemented; and what decision was made regarding whether the student is eligible for special education and related services as a student with a learning disability. Both forms were released in 2007 by the Oregon Bethel School District

RTI Handbook (word)

This tool is Ontario School District’s RTI handbook that includes essential forms and procedures for their RTI implementation. It includes a student intervention profile where interventions for the student can be documented, a description of the role of the learning specialist, a chart to determine how your school is progressing related to implementation, and a checklist to ensure the EBIS team process is followed. This document was released by the Ontario School District in Oregon.

Effective Behavioral and Instructional Supports Flowchart (word)

This flowchart explains the basic RTI procedures that personnel should follow in regards to Effective Behavioral and Instructional Supports (EBIS). It defines how often the EBIS Team should meet, what to do when interventions are effective or not effective, and when the special education referral process should begin. It was released by the Ontario School Public Schools in Oregon.

Responsive Instruction: Refining Our Work of Teaching All Children: Virginia’s “Response to Intervention" Initiative (pdf)

This Response to Intervention (RTI) guidance document is designed to assist school divisions in understanding what RTI is, its origins in educational practice and research, its value, and several ways it can be implemented. The purpose of this document is to assist school divisions in taking action in providing effective instructional and behavioral strategies that provide the best educational opportunities for all students. It is particularly designed to assist school divisions in establishing effective student progress monitoring teams in all of their schools. This guidance document was developed in October 2007 by the Virginia Department of Education, Office of Student Services in the Division of Special Education and Student Services.

RTI Handbook: How the EBIS Team Process Works (word)

This 2007 handbook is Tigard-Tualatin School District’s RTI Handbook. It explains the school district’s Effective Behavior and Instruction Support (EBIS) team process and includes decisions rules, forms for planning, team meeting and problem solving forms, intervention options and protocols. The handbook was released by the Oregon Tigard-Tualatin School District.

The Role of the Special Education Teacher in RTI (word)

This fact sheet explains the role of the Learning Specialist in the Tigard-Tualatin Effective Behavior and Instruction Support (EBIS) process. It identifies the EBIS activity, what paperwork is required to complete the activity and when special education staff involvement is acceptable. This document was released by the Oregon Tigard-Tualatin School District.

RTI Procedures: Tigard Tualatin School District EBIS / RTI Project

This 2006 presentation explains the procedures and decision rules involved in the Tigard Tualatin School District’s Effective Behavioral and Instructional Support (EBIS) and RTI project. Sample forms and worksheets are displayed, and the role of the learning specialist is described. The presentation was given by Jennifer Doolittle and released by the Oregon Department of Education.

Memo: Response to Intervention (RtI) Initiative

This resource is a 2007 memo from Billy K. Cannaday, Jr., Virginia Superintendent of Public Instruction, to all Division Superintendents announcing the development of the state’s comprehensive Response to Intervention (RtI) guidance document entitled Responsive Instruction: Refining Our Work of Teaching All Children – Virginia’s “Response to Intervention” Initiative. The memo describes the intent of the document, which is to facilitate and assist school divisions across as they implement RtI. The memo provides a link directly to the guidance document.

RTI Readiness Conference: Intensive Levels of Assistance

This presentation describes the process of providing intensive levels of assistance. It discusses identifying students who need intensive levels of assistance, providing support to these students, assessing intensive student’s response to intervention and determining an adequate response to intensive support. It was presented by Kira Florence and Jonathan Potter of the University of Oregon.

Memo: Spring 2008 Response to Intervention Statewide Institute (RtI)

This resource is a 2008 memo from Billy K. Cannaday, Jr., Virginia Superintendent of Public Instruction, to all Division Superintendents regarding the hosting of a statewide Response to Intervention (RtI) Institute. The memo describes the purpose of the Institute, which is to help school divisions, institutions of higher education, and other educational professionals understand what RtI is, its origins in educational practices and research, and its instructional usefulness and value. The memo also delineates what types of training sessions will be offered.

State Improvement Grant (SIG) for Special Education

This website describes Oregon Department of Education’s federally funded Project Pursuit program. The program is aimed at improving the identification and diagnosis of reading difficulties in students with disabilities and improving reading instruction, including greater numbers of special education students in the Oregon Statewide Assessment System, and supporting the recruitment and retention efforts of special education staff statewide. The website provides comprehensive information and resources associated with each goal of the program. The website is maintained by the Oregon Department of Education.

Effective Behavioral and Instructional Support Systems

This website provides information on Oregon’s Effective Behavior and Instructional Support Systems (EBISS) Project, part of a 5-year federal grant to support Oregon districts in the application of a blended model of response to intervention (RTI) and positive behavior support (PBS). The website provides an overview of the EBISS Project and offers resources related to the project, RTI, and PBS. The website is maintained by the Oregon Department of Education.

Identification of Students with Learning Disabilities under the IDEA 2004: Oregon Response to Intervention (word)

This resource is Oregon’s RTI guidance document. The document provides information to assist school districts in designing and adopting an RTI approach, reviews current information regarding the use of other evaluation approaches, and provides a basis for Oregon’s criteria for learning disability identification. It includes an RTI Readiness Checklist to assist districts in determining readiness to implement an RTI model. The document was released by the Oregon Department of Education in December 2007.

Oregon’s Response to Intervention Initiative (Or-RTI)

This website provides information on Oregon’s Response to Intervention Initiative (Or-RTI). It outlines the state’s definition of RTI, history of its RTI effort, and goals of the initiative. It also provides links to additional resources, including a district RTI application, RTI forms and procedures, and PBS resources. The website is maintained by the Oregon Department of Education, Office of Student Learning and Partnerships.

New Mexico State Personnel Development Grant: Scaling-Up an RTI Framework for Behavior and Literacy

This website provides an abstract of a personnel development grant received by New Mexico from the National Early Childhood Technical Assistance Center to scale-up RTI over the period of 2006-2011. The abstract describes the purpose of the RTI project, methods and intended results. The project aims to build a school wide foundation for RTI that will allow the state, districts, and schools to allocate resources more efficiently and effectively to serve all students, including those with special needs.

Utah’s 3 Tier Model of Reading Instruction (pdf)

This document was developed to guide K-12 educators in implementing Utah’s 3 Tier Model of Reading Instruction. The model provides a foundation for reducing the prevalence of struggling readers by creating a seamless K-12 instructional system aligning with federal and state legislative requirements; it is also a process to provide data to teachers in determining student responsiveness to interventions. The document provides an overview of the model and assessment and instructional practices to be used at each tier of the model. It also discusses the development of school collaborative teams to assist with implementation of the model, and provides implementation guides and checklists for both the elementary and secondary levels. The document was released by Utah’s State Office of Education in January 2007.

Least Restrictive Behavioral Interventions

This website provides resources from the Utah State Office of Education on Least Restrictive Behavioral Interventions. The site provides checklists and videos for three levels of intervention: Preliminary strategies; Level I - Positive Intervention Strategies; and Level II - Mildly Intrusive Contingent Procedures. The expectation is that educators will first try positive interventions and only use the more intrusive techniques if misbehaviors are chronic or more serious. The website is maintained by the Utah State Office of Education.

Response to Intervention & Behavior (pdf)

This presentation, given by Dr. Chris Borgmeier of Portland State University, provides an overview of RTI and PBS. It provides guidance on the implementation of a school-wide system of RTI, universal prevention systems, targeted intervention and intensive individualized support. Examples of implementation in two elementary schools are provided.

Response-To-Intervention (RTI) As a Method of LD Identification: Four Case Studies (pdf)

To illustrate different decisions within an RTI method of LD identification, Drs. Doug and Lynn Fuchs present four case studies set in a “Tennessee Elementary” school at first grade in the area of reading. Before presenting the case studies, they briefly describe the measure, the Tier 1 instructional context, and the nature of the Tier 2 diagnostic instructional trial used in the school’s RTI identification process. Drs. Doug and Lynn Fuchs developed this document for the Tennessee Department of Education in 2005.

Response to Intervention (RtI) in General, Remedial and Special Education

This keynote presentation, given by Daniel J. Reschly of Vanderbilt University to Oregon School Administrators in September 2005, provides information on how to use RTI in general, remedial and special education. The presentation reviews IDEA 2004 and proposed regulations (as of 2005). The presentation walks through the proposed regulations and shows how to understand and effectively implement the regulations in the classroom.

Operationalizing Response-To-Intervention (RTI) As a Method of LD Identification (pdf)

This document presents an overview of the steps involved in using RTI as a method of LD identification. The steps outlined are: screening; implementing general education; monitoring responsiveness to general education; implementing a supplementary, diagnostic instructional trial; monitoring responsiveness to a supplementary, diagnostic instructional trial; and designation and classification of disability, and special education placement. The document also provides responses to several FAQs. Drs. Doug and Lynn Fuchs developed this document for the Tennessee Department of Education in 2005.

Special Education Eligibility Using Response to Intervention

This breakout presentation, given by Daniel J. Reschly of Vanderbilt University to Oregon School Administrators in September 2005, provides guidance for using RTI in determining special education eligibility. The presentation reviews the advantages and challenges of using problem solving and RTI in learning disability identification. It also provides guidance on systematic data collection procedures, with a focus on behavioral assessment and curriculum-based measures, intervention plan development and implementation, and evaluation and eligibility determination. For a complete review of Dr. Reschly’s guidance on how to use RTI in general, remedial and special education please view his keynote address.

Reading First in Tennessee: Q&A’s (pdf)

This document describes the Three-tier Reading Model for Reading First as an effective way to implement RTI. Specifically, through the format of questions and answers, it provides information on: scientifically-based reading research; the components of effective reading instruction; using assessment to drive instruction; and professional development for Reading First. The document was developed by the Tennessee Department of Education.

Tennessee Reading First Intervention Guide (pdf)

The Tennessee Reading First Intervention Guide provides guidance on procedures for establishing a three-tier structure for reading instruction and intervention to ensure alignment of reading instruction and intervention with the Tennessee State Board of Education policy and State education standards. The guide includes sections that examine issues found in a RTI model including: interventions in Reading First schools; the three-tier model; assessment; selecting an intervention; and professional development. The guide was developed in 2006 by the Reading First in Tennessee Program, of the Tennessee Department of Education.

Template for RTI Guidelines: School Districts or Schools Proposing to Use RTI to Identify Specific Learning Disabilities (pdf)

This template provides guidance in submitting an RTI plan in Tennessee, which an LEA or individual school proposing to use the RTI model for the identification of learning disabilities must submit and have approved. The template includes sections on General Procedures, Tiers 1 through Tier 4, and Special Education Procedures, prompting users to provide descriptions of how their school or district intends to implement the model. In some sections, specific questions or prompts are given when a particular standard must be met prior to approval. The Tennessee State Department of Education adapted this template from the IRIS Center’s template for RTI Guidelines. This resource is housed with other Tennessee RTI resources on the Tennessee Department of Education’s website for Special Education Assessment. 

New Criteria for Identification of Specific Learning Disabilities Training PowerPoint (pdf)

This presentation reviews the new criteria from the Tennessee State Board of Education for the identification of Specific Learning Disabilities (SLD), and discusses changes that impact the entire evaluation process from prereferral all the way to provision of special education services. Specifically, the presentation reviews the definition of SLD, the nine evaluation standards for SLD, and evaluation procedures and participants. It then discusses Procedural Addendum A: The Responsiveness to Intervention (RTI) Method of Identification (what a state-approved RTI method must include) and Procedural Addendum B: The IQ/Achievement Discrepancy Method of Identification (what evaluation using the discrepancy method must include). The presentation concludes by pointing to other resources for additional information. The presentation was developed by the Tennessee Department of Education in January 2008. This resource is housed with other Tennessee RTI resources on the Tennessee Department of Education’s website for Special Education Assessment.

Archived Webex Training - Revisions to Learning Disabilities January 2008

This Webex training session was hosted by Dr. Kathy Strunk, Ms. Ann SandersEakes, and Ms. Donna Parker, of the Tennessee department of Education, Division of Special Education, in January 2008. The session provides an overview of the changes to the process for identifying specific learning disabilities. It then discusses the use of two tools developed by the Tennessee Department of Education to aid districts and schools in the implementation of RTI: (1) Template for RTI Guidelines: School Districts or Schools Proposing to Use Response to Intervention To Identify Specific Learning Disabilities; and (2) Indicators of School Readiness for Response to Intervention (RTI) Implementation: Self-Assessment.

RTI Planning Checklist (pdf)

This RTI Planning Checklist was developed by the Hardeman County school district, an RTI Demonstration Site in Tennessee. It is intended as a tool to guide schools and districts in assessing their needs and planning the “who, what, when, where, and how” of RTI implementation. This resource is housed with other Tennessee RTI resources on the Tennessee Department of Education’s website for Special Education Assessment.

Hardeman County RTI Procedural Guide (pdf)

This handbook describes the procedural guidelines followed by the Hardeman Empowering Achievement Response Team (HEART) in implementing RTI. The HEARTeam was established in the Hardeman County school district to ensure that students are provided the maximum opportunity to be successful in the regular education program. The HEARTeam provides instructional support to the classroom teachers, reviews progress monitoring and benchmarks of “at risk” students, and monitors direct instruction interventions to ensure instructional fidelity, among other responsibilities. This handbook outlines: steps to RTI; definitions of terms associated with the RTI process; Tier 1-2 guidelines for kindergarten through 5^th grades; and the special education referral process. It includes forms used by the HEARTeam including: Fidelity Check Rubric and Log; Recommendation forms; Teacher Request for Assistance forms; Reading Pacing Guides for kindergarten through 5^th grade; and Time Line Documentation forms for student progress monitoring. This handbook was developed by the Hardeman County school district, an RTI Demonstration Site in Tennessee. It is housed with other Tennessee RTI resources on the Tennessee Department of Education’s website for Special Education Assessment.

Indicators of School Readiness for Response to Intervention (RTI) Implementation: Self-Assessment (pdf)

This tool is intended to be used by schools conducting a self-assessment to determine readiness for implementing RTI. It provides space for schools to indicate level of implementation and a priority rating for several indicators of readiness, including: (1) effective student assistance/collaboration team; (2) high quality, standards-based curriculum and research-based instruction in general education; (3) ongoing assessment practices; (4) levels of intervention identified and resources allocated; (5) ongoing professional development that addresses areas essential to effective implementation of RTI. The tool also includes a template for an RTI Action Plan. This tool was developed in 2006 by the Tennessee Department of Education, Division of Special Education. It is housed with other Tennessee RTI resources on the Tennessee Department of Education’s website for Special Education Assessment.

Hardeman County School District – Response to Intervention: Getting Started (pdf)

This handbook was developed by the Hardeman County school district, an RTI Demonstration Site in Tennessee. It provides a brief overview of the steps involved with getting the RTI process started, including setting up leadership and obtaining administrative support, planning training, delineating non-negotiables in the RTI process, and considering the “who, what, when, where, and how” of RTI implementation. The handbook then provides more in-depth information on getting started with Tier 1 instruction and intervention. The handbook is housed with other Tennessee RTI resources on the Tennessee Department of Education’s website for Special Education Assessment.

Frequently Asked Questions about RTI in Tennessee

This fact sheet addresses frequently asked questions posed in Tennessee about RTI. It provides information on the use of RTI for the identification of Specific Learning Disabilities, what the state requires in terms of implementing RTI, and how districts can fund RTI. This fact sheet was developed by the Tennessee Department of Education.

05-071 Chapter 101: Maine Unified Special Education Regulation - Birth to Age Twenty

This resource is the Maine Unified Special Education Regulation, released by the Maine State Department of education to be effective May 2008. The regulation references and provides guidance for several concepts related to the RTI process, including: early intervention services; pre-referral procedures using curriculum-based measurements (CBM); scientifically-based interventions; and Maine’s pre-referral procedures. In April 2008, the Maine State Department of Education also released a document with responses to questions from school units (SAU’s) and parents regarding the regulation.

RTI Systems and Teaming: Action Planning, Brainstorming, and a Timeline for RTI

These briefs are useful tools to utilize when conducting or participating in a workshop where planning for RTI implementation is occurring. They provide information for district-guided team action planning, brainstorming and for developing a timeline for implementation. These briefs are provided by the Oregon Department of Education.

Understanding the Core Components of RTI: Taking Stock of What’s in Place & Planning for Next Steps

This 2006 presentation explains the core components of RTI. It discusses programs, use of time, assessment practices, coordination of resources, decision making teams, methods for implementing an RTI approach and improving school wide coordination. It was presented by Beth Harn of the Center on Teaching & Learning, University of Oregon.

Selecting and Evaluating Your Core and Supplementary Reading Curriculum: An Overview

This presentation provides an overview of the features of RTI and the essential components of research-based core and supplemental reading programs. It also provides guidance on how the use of a core program fits into the RTI framework, and on how to select and evaluate core and supplemental reading programs. The presentation was given by Kent McIntosh and Amanda Sanford and released by the University of Oregon.

Implementing RTI in Tigard-Tualatin School District

This 2005 presentation describes how RTI is implemented in Oregon’s Tigard-Tualatin School District. It provides an overview of the school district’s demographics, as well as the team structure, evaluation, and learning disability identification under RTI. The presentation was given by Caroyln Sadler at the OSEP Leadership Conference on March 30, 2005.

The Six Critical Components of the Response to Intervention Model

This presentation describes the six components of Alaska’s RTI model including: initiate universal screening; measure the problem areas; establish baseline data; write an accountability plan; monitor progress; and compare data. The accompanying fact sheet also delineates the six components. These resources were released in 2006 by the Alaska Department of Education and Early Development, and were used at the 2006 NCLB Winter Conference.

Alaska Response to Instruction/Intervention Implementation Survey

This survey was developed to assist the Alaska Department of Education & Early Development and the statewide Response to Instruction/Intervention (RTI) Leadership Team in determining the current implementation of RTI in schools and districts within the state, and assessing the supports that schools and districts will need to further advance the implementation of RTI. The survey was disseminated to all school districts in Alaska. It includes questions that probe: schools’ and districts’ familiarity of RTI components; the academic implementation level(s) and behavioral implementation level(s) for different RTI components in schools and/or districts; grade spans in which RTI is substantially implemented; and types of RTI professional development opportunities that schools and districts would find most useful. Summary results are available from administration of the survey in Alaska in September 2008. This survey is one of several resources housed on Alaska’s RTI website.

Response to Intervention: Reading First and RtI Working Together

This presentation summarizes RTI and how it relates to Reading First. The need for RTI is described through graphics that are effective for multiple audiences, and highlight that RTI is not just a “fix” for special education or reading, rather it promotes student achievement in general. PBS is also described using data that facilitates understanding. The presentation also details how to implement an RTI model, provides descriptions of each of the tiers of instruction, and the link to special education eligibility determination. The handouts that accompany the presentation help describe the similarities between Reading First and Positive Behavior Supports and the steps for facilitating the Problem Solving process. This presentation was given by Erin Chaparro, Ph.D., of the Western Regional Reading First Technical Assistance Center, 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.

Instructional Decision-Making (IDM) at Wapsie Valley Community Schools

This 2007 resource provides an overview of the process one district used to facilitate a differentiated approach to elementary reading instruction using Iowa’s Instructional Decision-Making (IDM) model. The PowerPoint presentation briefly outlines the district’s steps to lay the groundwork for this approach by developing an assessment plan, addressing the core instructional program, and addressing the delivery of supplemental and intensive support. Accompanying this presentation is the district’s Differentiated Learning Plan form, which schools use to document students’ needs, interventions, and progress in the areas of comprehension, fluency, motivation, self-correction rate, and word recognition accuracy. This resource was created by the Wapsie Valley Community School District in 2007.

Response to Intervention: "Hammond First Steps"

This presentation describes one Indiana school district’s approach to implementing a three-tiered Response to Intervention (RTI) model for academic and behavior support. Of particular focus are the district’s procedures for staff collaboration – including the role of school psychologists as well as grade-level and building-based teams – and the district’s use of tiered interventions. This resource was presented by school psychologists Barb Butcher and Yanina Gomez and released by the Indiana Department of Education in 2008 on its RTI website.

Response to Intervention: Leadership

This 2008 presentation describes the strategies one district leadership team used to support the adoption and implementation of a three-tiered Response to Intervention (RTI) approach to providing academic and behavioral support. It provides an overview of the district’s RTI planning process and highlights actions to build implementation capacity among a broad range of stakeholders, including school board officials, certified and classified staff, parents, and community members. This presentation was given by Chuck Grable, Assistant Superintendent for Instruction, and Adam Drummond, Assistant Principal and Professional Development Coordinator, from the Huntington County Community School Corporation during Indiana’s October 15, 2008 conference titled Indiana’s Perspective on Response to Intervention. Other presentations from this conference can be found on the Indiana Department of Education’s RTI website.

Welcome to Robinson Elementary – SHAPE: Safe, Honest, Accountable, Peacemaker, Excellence

This 2008 presentation describes one culturally diverse, high-poverty elementary school’s experience implementing Positive Behavior Support (PBS) using a three-tiered Response-to-Intervention framework. It presents strategies the school used to build cultural awareness among students and staff and to help educators understand the role culture plays in instructional planning. This presentation was given by Mike Hall and Kellie Morgan of Robinson Elementary School during Indiana’s October 15, 2008 conference titled Indiana’s Perspective on Response to Intervention. Other presentations from this conference can be found on the Indiana Department of Education’s RTI website.

Cultural Responsivity at the Core of Indiana’s Vision of RTI

This 2008 presentation describes the role of cultural responsivity, one of six core components that comprise Indiana’s Vision of Response to Intervention (RTI), in combating disproportionate representation and other educational inequities, particularly with regard to student race. It identifies strategies for promoting and sustaining cultural responsitivity – defined as “a developmental process which includes engaging in conversations about race and equity, reflecting on one’s own culture and beliefs, and gaining awareness of other cultures – through such means as inquiry, leadership, and ownership. This resource was presented by Shana Ritter in October 2008 and released by the Indiana Department of Education on its RTI website.

Response to Intervention: Evidence-Based Curriculum

This presentation describes the strategies that one Indiana school district used to implement an evidence-based curriculum within the framework of a three-tiered, standard treatment protocol (hybrid) Response to Intervention model. Featured topics include the use of tiered academic and behavioral interventions, curriculum development and mapping procedures, and staff support and monitoring structures. This resource would be particularly useful for administrators and teachers looking for tools to support curriculum implementation. It was developed by the Huntington County Community School Corporation (HCCSC) and released by the Indiana Department of Education in 2008 on its RTI website.

RTI – A Work in Progress

This presentation describes the strategies used by one Indiana high school for implementing a Response to Intervention approach whereby educators (1) provide evidence-based instruction to all students, (2) assess progress towards academic success, (3) identify students in need of interventions and monitor their response, (4) adjust interventions, and (5) use data at the earliest opportunity to identify the academic needs of students. The presentation was given by Vickie Long and Barb Ross of Connersville High School and released by the Indiana Department of Education in 2008 on its RTI website.

Progress Monitoring and Intervention System Needs Assessment (pdf)

This 2007 tool offers a self-assessment rubric that districts and schools can use to evaluate their level of implementation of seven key components of a Response to Intervention (RTI), which are: (1) Leadership, (2) Core Curriculum and Instruction, (3) Positive Learning Environments, (4) Collaborative Problem Solving, (5) Assessment, (6) Intervention, and (7) Data Analysis. The overall objective of this instrument is to support district and school leaders in the ongoing evaluation of the implementation and effectiveness of curricula, instructional practices, and assessment techniques as they relate to meeting the needs of all students. This resource was released in February 2007 by the Indiana Department of Education and can be found on the state’s RTI website.

Indiana’s Response to Intervention Academy: Data-Based Decision Making (Beginning)

This 2008 presentation is designed to provide a basic understanding of the role that systematic data collection, analysis, and reporting procedures play within a three-tiered Response to Intervention (RTI) approach to academic and behavioral supports. It gives an overview of the problem-solving process used within this approach – namely, problem definition, problem analysis, plan development, plan implementation, and evaluating progress– and describes how this process can be applied to educational settings. This presentation was given by Brett E. Bollinger on October 21, 2008 and released by the Indiana Department of Education on its RTI website.

Implementation of Response to Intervention: Universal Screening, Progress Monitoring & Data-Based Decision Making

This 2008 presentation describes one Indiana school district’s implementation of a multi-tiered, Response to Intervention (RTI) approach to service delivery in the area of language, from the perspective of speech-language pathologists (SLPs). It outlines the district’s universal screening, intervention, and progress monitoring procedures and describes the change process used to initiate implementation. Tips for getting started with RTI and key factors for consideration are also featured. This presentation was given by Lori Carmichael-Howell and Jennifer Dezarn-Lynch of MSD Wayne Township during Indiana’s October 15, 2008 conference titled Indiana’s Perspective on Response to Intervention. Other presentations from this conference can be found on the Indiana Department of Education’s RTI website.

Response to Intervention: Universal Screening & Progress Monitoring

This presentation provides a brief overview of the defining features of a multi-tiered, Response to Intervention (RTI) approach to academic and behavioral support. It identifies the tools and structures that one Indiana school district used to implement universal screening and progress monitoring procedures as part of such an approach. This resource was developed by the Huntington County Community School Corporation (HCCSC) and released by the Indiana Department of Education in 2008 on its RTI website.

Lanesville’s Approach to Response to Intervention: A Pilot Program Using DIBELS

This 2008 presentation describes how one Indiana elementary school implemented interventions and progress monitoring procedures for kindergarten and first grade students as part of a Response to Intervention (RTI) pilot program. It focuses in particular on the school’s use of DIBELS as a benchmark assessment and identifies strategies for data collection and management. This resource was presented by Jennifer Moore, Marsha Himmelhaver, Bethany Miller, Lisa Hammond, and Robin Wolfe of Lanesville Elementary on October 16, 2008 and released by the Indiana Department of Education on its RTI website.

Assessment & Progress Monitoring

This 2008 presentation provides information on assessment tools and procedures that one Indiana elementary school used to perform universal screening and progress monitoring within a data-driven, problem-solving approach to identifying and addressing student needs. It explains the purpose and perceived benefits of using universal screening and progress monitoring from the perspectives of both teachers and the school principal. This resource was presented by a team of educators from Mintonye Elementary in Fall 2008 and released by the Indiana Department of Education on its RTI website.

Response to Intervention (RTI) Problem-Solving/Consultation Process – Training Video Guide

This guide is intended to be used for training school problem-solving teams, to guide them in understanding the steps of the process and provide insight on the team functions that constitute effective problem-solving. The guide is designed to support teams as they watch the academic and behavioral videos provided. Each video is divided into five segments: (1) Initial Consultation; (2) Initial Problem-solving Team Meeting; (3) Intervention, Implementation and Progress Monitoring; (4) Follow-up Consultation; and (5) Follow-up Team Meeting. The guide provides a brief overview of the intent of each segment, suggested questions to initiate conversation, key understandings to highlight, and considerations for implementing the process at the secondary level. The guide also includes other resources for the problem-solving process, including: interview questions to guide initial consultation sessions; a parent phone script; sample referral forms (elementary and secondary); and gap analysis instructions. The guide and accompanying videos were developed by the Colorado Department of Education in 2009. They are housed with other RTI resources on the Colorado Department of Education’s RTI website.

Response to Intervention – Professional Development Continuum

This tool outlines a professional development continuum for the components of RTI implementation: Leadership; School Climate and Culture; Problem-Solving Process; Assessment and Progress Monitoring; Curriculum and Instruction; and Parent and Community Engagement. It delineates the focus of professional development for each component, and what the professional development looks like at different levels of intensity (beginning, intermediate, and advanced levels). A blank tool is also provided for schools and districts to map out professional development for each component. This tool was developed by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

RTI Feedback Form

This form is used to document strengths and next steps regarding RTI professional development offered for each component of RTI implementation: Leadership; Curriculum and Instruction; Problem-Solving Process; Assessment; School Climate and Culture; and Parent and Community Engagement. An example of a completed form is provided for guidance. This form was developed by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Memo: Application for Response to Intervention (RtI) Pilot Sites

This resource is a 2008 memo from Billy K. Cannaday, Jr., Virginia Superintendent of Public Instruction, to all Division Superintendents. It announces an invitation from the Virginia Department of Education (VDOE) for school divisions to participate as 2008-2009 Response to Intervention (RTI) pilot sites. The memo describes the purpose of the pilot program and what resources the department will provide for RTI implementation in each pilot division. The memo is accompanied by an application that contains a list of criteria that a school division must meet, and questions related to school division plans for RTI implementation and how the essential components of RTI will be integrated. The application includes information on pilot participant expectations, requirements, and criteria for selection.

Rhode Island RTI Initiative: 2008-2009 Technical Assistance Plan

The Rhode Island RTI Initiative Technical Assistance Plan provides a detailed explanation of the technical assistance offered by the Rhode Island Department of Education and the Rhode Island RTI Initiative to support schools in the implementation and enhancement of response to intervention practices. The plan provides an overview of the essential components for effective RTI; it then details what regional and LEA-level technical assistance is available, provides a schedule for technical assistance offered, and describes the identified goals of the assistance.

Tiered Intervention Instructional Plan

This is a form for documenting tiered interventions provided to students in need of intervention. The purpose of the form is to document both instructional adjustments to the student’s core reading program (i.e., Tier 1) and supplemental instruction that occurs in addition to the 90-minute uninterrupted reading block (i.e., Tier 2 and Tier 3). The form was developed in 2005-2006 by the West Virginia Response to Intervention Project, of the West Virginia Department of Education.

Specific Learning Disability (SLD) Team Report – Response to Intervention Process (word)

This report is intended to document the full review and examination of 1) a student’s response to scientific research-based interventions, 2) assessment data that are related to instruction, and 3) other data as required in Section 300.309 of the Individuals with Disabilities Education Improvement Act of 2004. The report has a section to document a student’s educational progress and response to intervention, and the determination whether a student has a specific learning disability. The report was developed by the West Virginia Department of Education in May 2007.

RTI Planning Tools: District, School Leadership, and Teacher RTI Planning Guides

This resource includes several RTI Planning guides to support the implementation of RTI at the district and school level. Each guide outlines the key components for implementation. The District RTI Planning Guide provides the District RTI Planning Team with an assessment for school readiness and identifies areas of need for resource allocation and professional development at the individual school level. The School Leadership RTI Planning Guide provides school leadership teams with an assessment of the degree RTI components are in place school-wide and assists with prioritizing a plan of action. The Teacher RTI Planning Guide is designed for individual teachers to assess implementation along core components and generate individual professional development plans based on specific needs. Data from the School Leadership RTI Planning Guide and the Teacher RTI Planning Guide can be compiled in an Excel spreadsheet that allows administrators to determine implementation and professional development needs at the teacher, grade level, and building level. Sample Excel spreadsheets and directions for use are provided. This resource is one of several resources housed on Delaware’s RTI website.

Letter from Secretary Woodruff to Elementary School Principals: Response to Intervention

This resource is a letter from Delaware’s secretary of Education to school principals explaining implementation of RTI in the state for the 2008-2009 school year. The letter includes an attachment, “RTI 2008-2009 Who, What, When,” that describes the three tiers of Delaware’s RTI model in terms of who is included in and what type of instruction and intervention occurs at each level. This resource is one of several resources housed on Delaware’s RTI website.

Response to Intervention: Overview for Secondary Leadership Teams

This presentation was developed in 2008 by the Delaware Department of Education to provide secondary school leadership teams with an overview of RTI. The presentation provides information on the core principles of RTI, Delaware’s three-tiered model and the advantages of this model. It delineates Delaware’s regulations on RTI regarding the implementation of the model at each tier, and discusses RTI and scheduling in secondary schools. It offers Christiana High School, an RTI pilot school in Delaware, as an example of how RTI can be implemented in secondary schools. The presentation also includes an activity referred to as “Café Conversations,” which allows participants to divide into groups and discuss different topics relating to RTI. This presentation is one of several resources housed on Delaware’s RTI website.

One District’s Story in Implementing Problem Solving and RTI

This 2007 presentation provides an overview of one district’s experience implementing RTI as part of Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative. The presentation outlines the steps Indian Prairie District 204 took to roll out school-level implementation of progress monitoring, benchmarking, and 3-tier problem-solving procedures. It also identifies key district supports for facilitating RTI implementation and presents tools to measure implementation fidelity. The accompanying implementation framework provides a rubric for understanding the initiation, implementation, incorporation, and institutionalization phases of three core components of the district’s RTI model: problem-solving, data systems, and resources and evidence-based interventions. These resources would be useful to district- and school-level administrators looking to implement RTI because it offers an example of how to initiate and support district-wide implementation of RTI. They were presented at the Indian Prairie District 204 Site Visitation Day sponsored by Illinois ASPIRE North on May 21, 2007.

Grade-level and Individual Problem Solving Meetings

These 2007 PowerPoint presentations illustrate school-level procedures used in Illinois’s Indian Prairie District 204 for student screening and intervention planning using a 3-Tier RTI model. The first presentation provides an example of how a grade-level team used benchmarking data to define tier cut-off scores, group students according to tiers and needs, match interventions to students’ needs, and then develop and implement intervention plans for each tier of students. The second presentation describes procedures for developing intervention plans for individual students in Tier 3. These resources would be of particular use to district- and school-level stakeholders because they offer processes and sample forms for developing intervention plans in response to student needs. They were presented at the Indian Prairie District 204 Site Visitation Day sponsored by Illinois ASPIRE North on May 21, 2007.

Classroom and Individual Student Problem Solving Meeting Request and Documentation Forms

These two sets of forms were designed to facilitate and document problem-solving meetings for (a) entire classrooms and (b) individual students. The first set includes (1) a form to request a classroom-based problem-solving meeting; (2) a form to guide problem identification, problem analysis, and plan development during an initial classroom-based problem-solving meeting, and (3) a form to evaluate plan effectiveness during a follow-up classroom-based problem-solving meeting. The second set of forms provides equivalent tools for use in problem-solving meetings for individual students. These forms were created by School Psychologist Dawn Lanning and released by IL-ASPIRE Central, a regional center of Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative.

Intervention Documentation Worksheet and Academic Intervention Planning Form

This resource features two forms designed to facilitate intervention planning and student progress monitoring. The first, a sample intervention planning form, provides a framework for evaluating a student’s intervention plan based on progress monitoring data. The second, a sample implementation documentation worksheet, is an example of a daily log to chronicle students’ time spent on individual interventions. These forms were released by IL-ASPIRE Central, a regional center of Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative. They would be of particular use to school-level administrators, teachers, and related service providers looking to create tools to scaffold the progress monitoring process.

Overview of Problem Solving

This four-part presentation provides an overview of the problem-solving process (problem identification, problem analysis, plan development and implementation, and plan evaluation) underlying a 3-tiered Response-to-Intervention model. It describes key standards, tools, and procedures for conducting scientifically-based progress monitoring and identifies resources for selecting and evaluating literacy and behavior support interventions. This presentation would be particularly useful for teachers and administrators looking for information on how to implement a data-driven approach to reading instruction. It was presented by Barb Curl and Madi Phillips at the Illinois ASPIRE North Conference held May 14-15, 2007 at Northern Illinois University.

Making Data-Based Decisions

This six-part presentation describes in detail how to use universal screening and progress monitoring data to drive instructional decision-making within a 3-tiered Response-to-Intervention framework. Presented from a problem-solving model approach, this presentation would be particularly useful for teachers and administrators because it provides detailed information on key concepts, tools, and procedures for analyzing student performance data and interpreting results to make instructional decisions. It was presented by Barb Curl at the Illinois ASPIRE North Conference held May 14-15, 2007 at Northern Illinois University.

Problem Identification and Problem Analysis

This two-part presentation provides an in-depth look at various tools and procedures used in the problem identification and problem analysis stages of the problem-solving process. The presentation describes several strategies for problem identification – including referral-driven and universal screening practices as well as norm-based and standards-based approaches to universal screening – and highlights the advantages and disadvantages of each. This resource was presented by Pam Radford at the Illinois ASPIRE North Conference held May 14-15, 2007 at Northern Illinois University.

RTI and PS: More than Alphabet Soup!

This six-part presentation describes a three-stage process for putting a school-wide Response-to-Intervention (RTI) framework in place and explains how factors such as shared vision and principal and teacher leadership can help stimulate change. The presentation also provides an overview of RTI, including how to use problem-solving – a team-based, data-driven method of problem identification, problem analysis, plan development and implementation, and plan evaluation – at each tier of a 3-tiered RTI model. It concludes by identifying tools and activities for evaluating a school’s fidelity of RTI implementation, student and process outcomes, and consumer satisfaction. This presentation would be particularly useful for district- and school-level administrators because it outlines specific activities for developing, implementing, and evaluating an RTI approach to instruction. It was presented by Janice Miller on May 14, 2007 at the Illinois ASPIRE North Conference at Northern Illinois University.

The State and District RtI Plans

This 2008 presentation provides an overview of the benefits and guiding principles behind using a Response to Intervention (RTI) approach to specific learning disability determination, as outlined in Illinois’s State RTI plan. It also describes procedures that Illinois school districts should use to develop their own RTI plans, including a District Self-Assessment process designed to help districts evaluate their readiness to implement RTI. This resource was presented by Marica Cullen and Elizabeth Hanselman on April 11, 2008 and can be found on the Illinois State Board of Education’s RTI website.

Utah's Academic, Behavior & Coaching Initiative (ABC-UBI) Website

Utah's Academic, Behavior & Coaching Initiative (ABC-UBI) Website provides information on and resources for the implementation of effective behavioral support systems in Utah schools. It provides implementation tools and resources for interventions at individual, classroom targeted, and school-wide levels. It also lists participating schools and provides links to resources they have developed, and upcoming professional development opportunities.

PBS, EIS, PLC, MTI, RTI…. Oh My!: An Overview of Effective Behavior and Instructional Support Systems for MiBLSi State Conference

This 2008 presentation describes key aspects of Effective Behavioral and Instructional Support Systems (EBIS), a Response-to-Intervention (RTI) approach to instruction that incorporates Positive Behavior Supports (PBS). Featured topics include EBIS team structures and processes, guiding principles for district- and school-level implementation, and implications for learning disability evaluation. A case study of one Oregon school district's experience implementing EBIS is also featured. The presentation was given by Carol Sander in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website. 

Implementing Positive Behavior Supports (PBS) in an Alternative High School

This 2008 presentation describes the process that one alternative high school used to implement school-wide Positive Behavior Support (PBS), which it defines as "a systems approach for establishing the social, culture and behavioral supports needed for schools to be effective learning environments for all students." The presentation identifies evidence-based features of school-wide PBS and outlines key considerations for implementation and sustainability. It was presented by representatives from Portage Community High School in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website. 

Grade Level Meetings: Combining an Academic and Behavioral Focus

This 2008 presentation discusses objectives, procedures, and expectations for grade-level benchmark and progress monitoring meetings. It describes how to interpret data at the school, classroom, and individual student levels to make decisions about academic and behavioral interventions. This presentation was given by Kim St. Martin, a Regional Coordinator for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), in April 2008 at a state MiBLSi conference. Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Welcome to CHAMPs: A Proactive and Positive Approach to Classroom Management

This 2008 presentation provides an overview of CHAMPs, a proactive approach to classroom management which focuses on expectations for Conversation, Help, Activity, Movement, and Participation and can be used within a Response to Intervention (RTI) framework to promote positive student attitudes and behavior.  Through a series of eight modules, the presentation explains steps for implementing key aspects of CHAMPs classroom management – Vision, Organization, Expectations, The First Month, Motivation, Monitor & Revise, Correction Procedures, and Class-wide Motivation Systems – and it also provides recommendations and resources for training teachers and paraprofessionals in the use of CHAMPs.  This presentation was given by Soraya Coccimiglio, Katy Holverstott, and Janice DiGiovanni of the Van Buren Intermediate School District in April 2008 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Universal Supports for Students with Autism Spectrum Disorder

This 2008 presentation describes the use of universal supports for students with Autism Spectrum Disorder and explains how these supports align with Response to Intervention (RTI) and Positive Behavior Support (PBS) frameworks. Featured topics include team processes, paraprofessional support, functional communication systems, visual supports, educational strategies and supports, and peer supports. This presentation was given by Kelly Dunlap, Psy.S., and Amy Matthews, Ph.D., in April 2008 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Integrating Wraparound with Positive Behavior Support

This 2008 presentation describes key principles and practices of a Wraparound process that educators can use to develop and coordinate effective behavioral interventions and supports by identifying the "big needs" that contribute to a student's observable behavior. It also explains how the Wraparound process can be used to involve families in school-wide systems of Positive Behavior Support (PBS) and to account for community issues that are impacting student behavior. This presentation was given by Sandy Roethler of Advocacy Services for Kids (ASK) and Mary Bechtel of the Kalamazoo Regional Educational Service Agency in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

 

REWARDS Overview

This 2008 presentation provides an overview of REWARDS, a research-validated program designed to support intermediate and secondary students (4th through 12th graders) who have low reading fluency and/or diffculty decoding long words. The presentation describes key instructional strategies featured in the program and outlines sample lessons and activities for teaching reading accuracy, fluency, vocabulary, and comprehension. It was presented by Edwina Borovich, a state trainer for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi), on April 23, 2008 at a MiBLSi state conference. Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Changing Problem Behavior with Goal Setting and Feedback: A Guide to BEP Planning and Implementation

This 2008 presentation describes one elementary school's experience using a school-based Behavior Education Program (BEP) to provide daily support and monitoring for students with at-risk or high-risk behavior (i.e., students in tiers 2 and 3 of a three-tiered Reponse-to-Intervention framework). The presentation identifies the school's primary goals and assumptions in implementing BEP and outlines its use of BEP practices such as daily progress reports, check-in/check-out sessions, and behavior correction procedures. This resource was presented in April 2008 by Principal Sarah Johnson and Behavior Coordinator Jennifer Opel of Parchment Northwood Elementary at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Evidence Based Practices in Classroom Management

This 2008 presentation describes procedures that educators can use to institute five key features of evidence-based classroom management: (1) maximizing structure in the classroom, (2) teaching and reinforcing expectations, (3) actively engaging students, (4) acknowledging appropriate behavior, and (5) responding to inappropriate behavior. For each of these five features, the presentation provides questions for teachers to self-assess their current practice and suggests possible items for teachers to incorporate into a classroom management action plan. This presentation was given by Dr. Brandi Simonsen of the Center for Behavioral Education and Research in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Progress Monitoring with AIMSweb: Tricks and Tips

This 2008 presentation describes the procedures that one Michigan middle school used to conduct student progress monitoring using AIMSweb, a system of assessments and web-based data reporting designed to assist teachers in tracking student progress within a Response-to-Intervention (RTI) framework. The presentation highlights pros and cons of using the AIMSweb program and identifies resources for additional information on progress monitoring and AIMSweb. It was presented by Reading Specialist Angela Geis in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

SWIS: Did You Know…

This 2008 presentation describes how schools can establish behavior referral processes that are compatible with the use of the School-Wide Information System^TM (SWIS), a web-based information system for collecting, summarizing, and reporting office discipline referral information for the purpose of student progress monitoring. The presentation also suggests procedures for examining SWIS data during progress monitoring meetings and offers advice for using and maintaining an SWIS account. The presentation was given by Kate Shane of the Allegan Area Educational Service Agency (AAESA) on April 23, 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Meeting Mechanics: An Efficient, Effective Process of Addressing the Behavioral Needs of Intensive Students

This 2008 presentation details the goals and rules of each step of a six-step process for conducting 45-minute behavior support plan development meetings. It explains team roles and responsibilities, and aligns the plan development process with the "ABC paradigm" of antecedent, behavior, and consequence analysis.The associated form outlines the mechanics for conducting behavior support plan development meetings through the six-step process of (1) problem identification, (2) problem specification, (3) brainstorming, (4) clustering/prioritizing, (5) identifying implementation variables, and (6) assigning responsibilities. The presentation was given by Sue Mack of the Muskegon Area ISD and Cherrise Benwell of the Shiawasee ISD in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Maximizing Meeting Time for Meaningful Results: A Guide to Successful Grade-Level Team Meetings

This 2008 presentation describes how one Michigan elementary school conducted grade-level team meetings every six weeks to monitor student progress as part of an outcomes-driven, Response-to-Intervention model. It identifies guiding questions that drove meeting discussion and features a sample meeting agenda and data review. The presentation was given by Principal Sarah Johnson of Parchment Northwood Elementary in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Student Achievement Model

This 2008 presentation describes the features and organizing principles behind a three-tiered Response to Intervention (RTI) model that one Michigan school district developed to support K-12 students in reading, writing, math, and behavior. It identifies instructional strategies, assessment procedures, and tiered interventions employed within and model and explains the training and implementation supports--including the roles and responsibilities of key stakeholders--used to institute the model in schools. The presentation was given by Janet Richards, the Huron Intermediate School District's Director of Special Services, and Peggy Randall, the the Huron Intermediate School District's Director of General Education, on April 23, 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Six Weeks of the Fab Five: A Template for Assembling and Utilizing the Florida Center for Reading Research Student Center Activities

This 2008 presentation identifies instructional goals and activities related to five core elements of reading--phonemic awareness, phonics, fluency, vocabulary, and comprehension--and describes how teachers can use classroom-based student reading centers to differentiate instruction in these five areas. It explains eight steps for implementing and managing student centers in the classroom to provide systematic small group instruction focused on individual needs. This presentation was given by Soraya Coccimiglio and Janice DiGiovanni of the Van Buren Intermediate School District in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

The Magic School Bus Driver: SWPBS Behind the Wheel

This 2008 presentation explains how districts can incorporate a system of Positive Behavior Support (PBS) during students' bus ride to and from school. Featured topics include how to train and support bus drivers in using PBS practices, how to establish expectations and corrective measures for students' school bus behavior, and how to coordinate between bus drivers and schools to align their PBS procedures. This presentation was given by Positive Behavior Support Coaches G. Dorr Catherman and Ethan Morgenstein of the Kalamazoo Regional Educational Service Agency in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Shamrock Pride!: Respect, Ownership, Compassion, Knowledge, Success

This 2008 presentation describes how one Michigan middle school implemented a Response-to-Intervention (RTI) approach to instruction that incorporates Positive Behavior Support (PBS) as part of Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). It outlines key aspects of the school's change process; highlights school-wide instructional tools, including a behavior expectations matrix and rewards program; and identifies observed results in student behavior patterns. This presentation was given by representatives of Berrien Springs Middle School at a state MiBLSi conference in April 2008. Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Managing Change and Transitions: How to Successfully Get Past What We’ve Always Done

This 2008 presentation outlines a framework for understanding the change process associated with educational initiatives and innovations, such as Response to Intervention (RTI), in terms of five key stages: knowledge, persuasion, decision, implementation, and confirmation. It defines common stakeholder responses to change and provides information on how to manage an initiative's change and transition processes to increase its likelihood of success, rate of adoption, and sustainability. The presentation was given by John Vail, Ed.S., of the Kalamazoo Regional Educational Service Agency on April 23, 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Differentiated Reading Block

This 2008 presentation provides an overview of the 90 minute differentiated reading block as a means of providing supplemental, high-quality reading instruction that directly and temporarily targets groups of children based on their literacy needs. The presentation outlines steps for implementing and managing student centers in the classroom and explains how to differentiate instruction in those centers by (1) establishing instructional priorities, (2) conducting appropriate assessment, (3) analyzing assessment results, (4) making a plan, (5) trying it out for 3 weeks, and (6) evaluating the plan. The presentation was given by Margie McGlinchey in April 2008 at a state conference for Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website.

Response to Instruction (RtI): Alabama’s Core Support for All Students (pdf)

This document presents Alabama's framework for Response to Instruction (RtI). The purpose of this document is to describe the expectations and components of a well-implemented RtI model, outline Alabama's tiered instructional model, and describe the problem-solving process.

Peer to Peer Coaching

This 2008 presentation describes the role of school and district coaches in supporting the implementation of a Response to Intervention approach to behavior support.  It outlines coaches’ areas of impact and provides guidelines for effective coaching practices, including serving as a knowledge base, conducting staff training, organizing staff meetings, and utilizing non-instructional staff.  This presentation was given by Behavior Specialists Zelda Hunt and Felecia McDaniel of Detroit Public Schools on March 12, 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website. 

Administrative Panel Questions (word)

This tool features a series of questions designed to facilitate a discussion among school-level administrators about their experience implementing a Response-to-Intervention (RTI) model as part of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  The questions cover a range of issues related to RTI implementation, including administrative leadership, commitment, school-wide systems, team leadership, district support, and sustainability.  This resource would be useful for administrators looking to share experiences and frame a dialogue around factors influencing the school-wide implementation and sustainability of an RTI framework.  These questions were originally presented to a panel of school administrators during a state MiBLSi conference held in April 2008.  Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentation website.

Vocabulary Development: Increasing Vocabulary Development for Elementary School Students (pdf)

This 2007 presentation provides information on how teachers can design vocabulary instruction to close language experience gaps found among children of varying abilities and socioeconomic backgrounds.  It identifies strategies and activities for supporting students’ vocabulary development through five components of effective vocabulary instruction:  (1) rich and varied oral language experience, (2) direct teaching of specific words, (3) word learning strategies, (4) wide learning, and (5) word consciousness.  This presentation was given by Shari Levy Butler in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentation website. 

Institute on Beginning Reading II: Enhancing Alphabetic Principle Instruction in Core Reading Instruction

This 2007 presentation describes the importance of the alphabetic principle in core reading instruction and explains how to use DIBELS to assess students’ progress in developing key skills in the alphabetic principle.  It demonstrates how to evaluate and enhance kindergarten through third-grade core reading instruction to teach skills in the alphabetic principle more effectively.  This presentation was given by Margie McGlinchey in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentation website. 

Targeted Help for Tier II

This 2007 presentation gives an overview of numerous research-based interventions designed to provide targeted behavior support to students in Tier II of a three-tiered Response to Intervention (RTI) model.  Featured interventions include pre-correction, mentors, self monitoring, Behavior Education Program (BEP), social skills training, generic behavior plans, Tough Kid series, Project RIDE, Second Step, Check in & Check out, behavior momentum, positive corrective feedback, and ERASE.  This presentation was given by Sue Mack of the Muskegon Intermediate School District and Susan Bogart of the Mason-Lake Intermediate School District in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentation website. 

REWARDs in the Trenches: Using the Reading Program at the Local Elementary Level

This 2007 presentation describes one Michigan elementary school’s experience implementing the REWARDS reading intervention to support 4^th graders in Tiers I and II of the school’s three-tiered Response to Intervention (RTI) framework.  It provides an overview of the lesson sequence of the REWARDS program, and highlights the school’s results and lessons learned during its first year of implementation.  This presentation was given by representatives of Sycamore Elementary school in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentations website. 

Differentiating Instruction in a Multi-Tier Comprehensive Reading Program (pdf)

This 2007 presentation describes strategies for differentiating reading instruction within a three-tiered Response to Intervention (RTI) framework to meet identified student needs.  Featured topics include scaffolding instruction, planning instruction’s level of explicitness, modifying task features, pacing lessons and activities, grouping students for instruction, and managing small group instruction.  This presentation was given by Shari Levy Butler in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentation website. 

Bringing PBS Home: Collaborating with Families

This 2007 presentation introduces a “Systems” model for developing effective parent understanding of and involvement with Positive Behavior Supports (PBS) in schools.  Featured topics include steps for establishing PBS at home, connect points to families of students identified for targeted or intensive support, and considerations for dealing with difficult home/school partnerships.  This presentation was given by Susan Mack and Steve Vitto in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentation website. 

Using a Full Spectrum of Intervention: Playing our Cards….to Win with VIKES

This 2007 presentation describes how one Michigan elementary school implemented a three-tiered system of reading and positive behavior supports as part of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  It identifies the types of interventions used within each tier and explains the school’s collaborative procedures for planning students’ interventions and monitoring their progress.  This presentation was given by representatives from Hopkins Elementary in April 2007 at a state MiBLSi conference.  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentation website. 

Quicksort: A Tool for Matching Student Needs with Targeted Behavior Interventions

This 2007 presentation gives an overview of Quick Sort, a method for quickly identifying students who may need additional supports and then matching those students’ needs to an intervention.  It identifies four areas of concern where students may demonstrate needs—socio-behavioral, academic, emotional, and new student—and provides worksheets for selecting and planning interventions to address the demonstrated needs.  This presentation was given by Steve Goodman in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentation website. 

Peer Assisted Learning Strategies (PALS)

This 2007 presentation provides an overview of PALS, a class-wide peer tutoring program for grades 2-6 in which students work in pairs several times each week to practice reading skills.  In addition to discussing important features of the PALS program, the presentation explains guidelines for implementing PALS in the classroom, including how to assign student pairs according to ability level, how to train students in PALS procedures, and how to monitor and support students during PALS activities.  The presentation was given by Margie McGlinchey in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentation website. 

Coaches Corner

This 2007 presentation discusses the school-level coach’s role and responsibilities in supporting the implementation of a Response-to-Intervention (RTI) framework.  It outlines specific strengths and expectations for RTI coaches and identifies a set of guiding principles for effective coaching.  The presentation was given by Kathy Schallmo in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentations website. 

Progress Monitoring: Setting the Goals and Knowing the Improvement of All Students

This 2007 presentation describes procedures and guidelines for monitoring student progress in reading using the DIBELS assessment.  It discusses the benefits of using data to inform instructional decision-making, particularly through the use of student progress monitoring, and identifies factors that hinder teachers’ use of data.  This presentation was given by Christine Russell in April 2007 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2007 Conference Presentations website. 

Individual Growth and Development Indicators (IGDIs) & Get It, Got It, Go! (pdf)

This 2006 presentation describes how individual growth and development indicators (IGDIs) can be used to monitor the growth and development of children who may need additional support or intervention and to evaluate the effectiveness of such interventions.  It outlines procedures for assessing students in the areas of picture naming, rhyming, and alliteration, and it provides an overview of Get it, Got it, Go!, an assessment that contains early literacy IGDI’s for preschool children.  This presentation was given by School Psychologist Gloria Johnson of the Huron Intermediate School District in May 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Michigan’s Integrated Behavior and Learning Support Initiative: Lincoln Park Elementary (pdf)

This 2006 presentation describes how one Michigan elementary school implemented a Response-to-Intervention (RTI) framework as part of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  It outlines the school’s activities to implement a school-wide system of Positive Behavior Supports as well as the school’s instructional strategies and assessment procedures to improve student reading.  This presentation was given by representatives of Lincoln Park Elementary at a state MiBLSi conference in May 2006.  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Corrective Reading: Decoding and Comprehension (pdf)

This 2006 presentation discusses key features of the Decoding and Comprehension lessons within SRA’s Corrective Reading series.  It outlines the series’ prescribed instructional strategies, placement tests, and correction procedures, and it explains how to implement the Teacher/Student game, a classroom management tool for promoting on-task behavior.  This presentation was given by Direct Instruction Consultant Nancy McGill in May 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Michigan’s Integrated Behavior and Learning Support Initiative: Woodward School for Technology and Research (pdf)

This 2006 presentation describes the process one urban elementary school used to implement a Response-to-Intervention (RTI) framework as part of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  It outlines the school’s procedures for putting an RTI framework in place and explains how the school adjusted its student support strategies in response to data-identified needs.  This presentation was given by Principal Beth Yankee of the Woodward School for Technology and Research at a state MiBLSi conference in May 2006.  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

AMPED: About Monitoring Progress for Effective DIBELing (pdf)

This 2006 presentation describes the interventions and progress monitoring procedures one Michigan school district used as part of a Response-to-Intervention (RTI) approach to literacy instruction.  It explains how teachers used information from the DIBELS assessment to drive instructional decision-making, identifies the criteria that were used to select reading interventions, and highlights lessons learned regarding RTI implementation.  This presentation was given by Patti Dobias and Christine Russell of Allegan County in May 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website.

Reading Mastery (pdf)

This 2006 presentation gives an overview of the Reading Mastery instructional series published by SRA/McGraw-Hill.  It highlights research that supports the series’ direct instruction methodology, explains special design features within the program, and provides excerpts from sample lessons.  This presentation was given by Direct Instruction Consultant Nancy McGill in May 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Show Me the Data: Greene Elementary (pdf)

This 2006 presentation describes the strategies and procedures that one Michigan elementary used to implement a Response to Intervention (RTI) approach to literacy and behavior support.  It explains how the school addressed three major areas – curriculum and instruction, assessment, and literacy environment and resources – to promote student success.  This presentation was given by Pete Batzer, Claudia Trowhill, Heather Miles, and Craig Walter of George E. Greene Elementary School in May 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Road to the Code

This 2006 presentation provides an overview of Road to the Code, a 44-lesson intervention program for small groups of kindergarten and first grade students who are struggling with beginning literacy skills.  It outlines key skills and activities that are featured in the program and discusses how to implement Road to the Code lessons in the classroom.  This presentation was given by Benita Blachman, Eileen Ball, Rochella Black, and Darlene Tangel in May 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Administrative Leadership (pdf)

This 2006 presentation highlights research that supports the use of Response to Intervention (RTI) concepts and practices, including the use of evidence-based instruction, frequent formative assessment and feedback tied to student learning outcomes, and teacher collaboration for instruction and assessment.  The presentation identifies school-level factors associated with positive student outcomes and discusses the critical role of leadership in supporting effective school reform.  It was given by John Vail on May 3, 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Engineering Host Environments to Support Staff Performance (pdf)

This 2006 presentation provides a framework for understanding performance deficiencies in a school’s implementation of innovative practices by examining factors related to the performance context (information, resources, and incentives) and factors related to the performer (understanding, capacity, motivation).  It features tools for assessing and ameliorating identified performance deficiencies and demonstrates how these tools can be adapted to address specific performance concerns, such as the implementation of intervention strategies or of progress monitoring procedures.  This resource would be particularly useful for administrators or school coaches looking to develop tools for monitoring and supporting teachers’ implementation of Response to Intervention (RTI) practices.  The presentation was given by Steve Goodman in May 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Emerging Literacy: Developing the Future for Reading Success

This 2006 presentation describes the role of phonemic awareness – the ability to hear and manipulate the sound structure of language – in young children’s literacy development.  It discusses strategies for enhancing students’ phonemic awareness skills and outlines key lessons and activities featured in Phonemic Awareness in Young Children: A Classroom Curriculum by Marilyn Jager Adams, Barbara R. Foorman, Ingvar Lundberg, and Terri Beeler.  This presentation was given by Diane Bussema in May 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Moving Toward an RTI Model: Kalamazoo Public Schools (pdf)

This 2006 presentation outlines core principles and practices behind a Response to Intervention (RTI) model for instruction and explains how one Michigan school district supported schools in instituting these practices school-wide.  It identifies lessons the district learned as it transitioned to an RTI approach and recommends resources for further information about RTI.  This presentation was given by Pat Steinert-Otto and Linda Campbell of Kalamazoo Public Schools in May 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Closing the Achievement Gap…with a Vengeance! (pdf)

This 2006 presentation highlights important considerations for the complex change process associated with implementing educational initiatives such as Response to Intervention.  It discusses how key practices related to assessment, curriculum, instruction, positive school climate, professional development, and leadership work together to increase student achievement and close the achievement gap.  It was presented by Dr. Stevan Kukic, Vice President of Professional Services for Sopris West Educational Services, on May 3, 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

MiBLSi State Conference: Decision Making from Educational Data (pdf)

This 2006 presentation provides information on using educational data to guide decision-making, particularly within the context of a Response to Intervention approach to behavior and academic support.  Featured topics include identifying data-driven questions, transforming data into actionable information, and making decisions based on data results.  This presentation was given by Rob Horner of the University of Oregon in May, 2006 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2006 Conference Presentations website. 

Effectively Using Innovations in Education

This 2008 presentation discusses the importance of using interventions that are proven effective in improving student outcomes, and implementing those evidence-based interventions with fidelity.  Featured topics include components of core interventions, stages of implementation, implementation drivers, keys to coaching, and roles of the implementation team responsible for promoting implementation fidelity.  This presentation was given by Dean Fixsen of the National Implementation Research Network on March 12, 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website.

We’re doing Response to Intervention???? Tools to Assist Staff in Moving from Tough Realities to Embedded Practice

This 2008 presentation identifies strategies for addressing 11 “tough realities” related to the implementation of a Response to Intervention (RTI) framework.  It describes the role of RTI study groups in supporting RTI implementation and outlines a series of questions to guide school and district action planning.  This presentation was given by Terri Metcalf of the Ottawa Intermediate School District on March 12, 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website. 

MiBLSi: Sustainability

This 2008 presentation describes how one Michigan intermediate school district approached eight key issues related to the implementation and sustainability of a Response to Intervention (RTI) framework.  These issues include (1) embedding RTI into existing systems, (2) organizing RTI information, (3) developing institutionalized memory, (4) establishing a rhythm for reviewing and acting upon data, (5) providing ongoing professional development, (6) making connections with policy-makers and potential funding sources, (7) communicating with key stakeholders, and (8) acknowledging and encouraging staff behavior.  An accompanying presentation handout features examples of RTI forms and other documents related to these eight issues.  This presentation was given by Brenda Tarsa, Jennifer Rollenhagen, and Lisa Weber of the Mason-Lake Intermediate School District on March 12, 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website.

Institutional Memory

This 2008 brief describes how to develop institutional memory related to Response to Intervention (RTI) by recording school data, knowledge, activities, and experiences in order to inform future RTI implementation and promote sustainability.  Featured topics include mining hard data for use in cross-year analyses, documenting observations and reflections, establishing a “continuity keeper,” and conducting “succession planning” to manage the effects of staff turnover.  This brief was developed by Susan Bogart of ENABLE Consulting and distributed on March 12, 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other resources from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website. 

Creating an ISD & District Level Infrastructure to Promote Sustainability

This 2008 presentation discusses how districts and intermediate school districts can develop sustainable Response to Intervention (RTI) infrastructures, support district- and building-level RTI coaches, and promote the sustainability of academic and behavioral data, systems, and practices.  It outlines the roles, responsibilities, and goals of district RTI leadership teams and explains procedures for accurately identifying RTI implementation needs at all levels.  This presentation was given by Mary Bechtel and Kim St. Martin on March 12, 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other resources from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website. 

AIMSweb: Supporting Teams and Teachers

This 2008 presentation provides information on using the AIMSweb data management and reporting system to facilitate student progress monitoring within a Response to Intervention framework.  Featured topics include how to set up and manage an AIMSweb account, how to interpret AIMSweb reports and graphs, and how to access AIMSweb help resources.  This presentation was given by Gloria Johnson and Jim Weaver on March 12, 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other resources from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website. 

Developing Professional Learning Communities to Promote Response to Intervention

This 2008 presentation describes the steps one Michigan school system took to establish a professional learning community of service providers to support schools’ use of a Response to Intervention (RTI) approach to academic and behavior support.  It explains tools and procedures used to acclimate service providers to their new RTI roles and responsibilities, determine service providers’ professional strengths and learning needs, assess schools’ readiness to implement RTI, and develop RTI resources and training.  It was presented by Linda Campbell and Melissa Nantais in March 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other resources from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website. 

Response to Intervention in KPS

This 2008 presentation provides an overview of 5 key components underlying a Response to Intervention approach to academic and behavior support: (1) early intervention, (2) multi-tiered support, (3) scientifically-based interventions matched to student needs, (4) problem-solving procedures for instructional decision-making, and (5) student progress monitoring.  It highlights regulations regarding learning disability eligibility and outlines a series of questions to guide special education consideration.  It was presented by Linda Campbell in March, 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other resources from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website. 

Structures, Skills & Activities to Support Effective Coaching

This 2008 presentation describes how local education agencies can build an infrastructure for providing coaching and other assistance to schools implementing a Response to Intervention (RTI) approach to student behavior support.  It explains key qualifications, roles, and responsibilities for RTI coaches and coordinators, and identifies 14 competencies that lead to effective coaching.  This presentation was given by Lori Newcomer, Ph.D., of the University of Missouri - St. Louis on March 13, 2008 at a Coaches Conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other resources from this conference can be found on the MiBLSi Coaches Conference Spring 2008 website. 

Team-Based Process Meeting Forms

This set of forms is designed to facilitate team-based process meetings in which school teams review their action plan and discuss goals for reading and behavior.  Templates are provided for recording meeting agendas, minutes, and follow-up action items.  These forms were released by the Michigan Department of Education as part of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).

Focus on Results – NASDSE Explains Response to Intervention (pdf)

This 2006 brief provides an overview of core principles and components behind a Response to Intervention (RTI) approach to academic and behavioral support.  It describes the federal policy context surrounding RTI and outlines RTI’s foundations in research.  This brief was released by the Michigan Department of Education’s Center on Educational Networking in August 2006.  A follow-up brief titled NASDSE Explains Response to Intervention: Part II - Professional Development can be found on the Center for Educational Networking website.

Focus on Results: NASDSE Explains Response to Intervention: Part II - Professional Development (pdf)

This 2006 brief offers recommendations for pre-service and in-service professional development needed to support the reliable and valid implementation of a Response to Intervention (RTI) framework.  It describes effective professional development delivery models and their implications for RTI training, outlines necessary  content for RTI training at multiple levels within the state, and explains essential components for RTI skill development, including beliefs, attitudes, knowledge, and skills.  This brief was released by the Michigan Department of Education’s Center on Educational Networking in August 2006.  A companion brief titled NASDSE Explains Response to Intervention can be found on the Center for Educational Networking website. 

Focus on Results: Schools Link Assessment to Behavior Intervention (pdf)

This 2004 brief provides an overview of school-wide Positive Behavior Support (PBS) as a means of promoting appropriate social behavior among all students.  It discusses how to establish and use a system of assessments and data management tools to support data-driven decision-making in the area of student behavior.  This brief was written by Elizabeth Schaughency, Ph.D., and Steve Goodman, Ph.D. and released by the Michigan Department of Education’s Center on Educational Networking in December 2004.

Part 1: Making Instructional Adaptations for Struggling Readers & Part 2: Comprehension to Understand: Making Instructional Adaptations in Comprehension Instruction

These 2008 presentations outline critical features of effective reading instruction and offer a framework for making adaptations with regard to instructional content, instructional activity, delivery of instruction, and material/assistive technology.  The first presentation highlights strategies for teaching word study and decoding while the second focuses on reading comprehension instruction.  These presentations were given by Betty Arnold and Pam Jones, respectively, in April, 2008 at a state conference for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi).  Other presentations from this conference can be found on the MiBLSi 2008 Conference Presentations website. 

Using an RTI Model to Guide Early Reading Instruction: Effects on Identification Rates for Students with Learning Disabilities (pdf)

RTI Framework and Overview: Colorado Multi-Tiered Model of Instruction & Intervention (pdf)

This fact sheet illustrates the Colorado multi-tiered model of instruction and intervention. It describes each tier (Universal, Targeted and Intensive) and the problem-solving process that drives the model. This fact sheet was developed by the Colorado Department of Education. It is housed with other RTI resources on the Colorado Department of Education’s RTI website.

Specific Learning Disabilities Eligibility Standard (SLD) (pdf)

This brief describes the Tennessee State Board of Education’s 2007 review of and final definition and regulations for the eligibility criteria for Specific Learning Disabilities (SLD). The evaluation procedures for determining SLD were revised to include a response to intervention process. The brief also outlines what a state-approved RTI Method of Identification must include.  

California Response to Instruction & Intervention Website

This California Department of Education website provides information on the state’s approach to response to instruction and intervention, referred to as RTI². The site includes links to information about the philosophy and definition of RTI² and the approach’s core components, and links to additional resources related to RTI.

New York State Response to Intervention Technical Assistance Center

This resource is the website for the New York State Response to Intervention Technical Assistance Center (NYS RtI-TAC), which is supported by a 5-year contract with the New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities. The Center’s mission is to support capacity-building efforts of NYS schools to implement proven and promising practices within a Response to Intervention model. The website provides resources and tools for educators and families regarding effective RtI practices.

Academic and Behavior Triangle (pdf)

This chart illustrates the three-tiered model of providing both academic and behavioral intervention services to students. The level or intensity of the intervention is based upon the specific academic or behavioral needs of the student. The chart is housed with other RTI resources on the RTI website maintained by the Missouri Department of Elementary & Secondary Education.

Missouri Schoolwide Positive Behavior Support (SW-PBS) Website

This resource is the website for Missouri Schoolwide Positive Behavior Support (SW-PBS), which is described as a process for creating safer and more effective schools by structuring the learning environment to support the academic and social success of all students. The website provides information on the background of SW-PBS, implementation in Missouri, and state and national events related to SW-PBS. It also provides profiles of schools implementing SW-PBS, discusses family involvement in the process, and links to additional SW-PBS resources.

Response to Intervention: What it is and What it isn’t

This presentation, given by University of Missouri Department of Special Education faculty for the Missouri Department of Elementary and Special Education, provides an overview of RTI and some common misconceptions. The presenter, Erica Lembke, emphasizes that the essence of RTI is to provide effective evidence based instruction for all students. The 3-tiered model is described and the use of data for enhancing instructional effectiveness reinforced in each tier. The presentation dispels the misconceptions that RTI is a special education intervention/referral mechanism. Tools and links are provided along with a summary of what Missouri is currently doing, and planning to do, related to RTI. The presentation is housed with other RTI resources on the RTI website maintained by the Missouri Department of Elementary & Secondary Education.

Response to Intervention: Key Components

This presentation, given by Dr. Erica Lembke, Assistant Professor in the Department of Special Education at the University of Missouri, outlines the critical elements of RTI that need to be in place for effective implementation. It provides information on each element, including problem-solving teams, school wide screening and progress monitoring systems, and evidence-based interventions. A handout is also provided. The presentation is housed with other RTI resources on the RTI website maintained by the Missouri Department of Elementary & Secondary Education.

Guidance Document – Indiana’s Vision of Response to Intervention: Using Response to Intervention (RTI) for Indiana’s Students (pdf)

This resource is Indiana’s Response to Intervention (RTI) guidance document, developed by the Indiana Department of Education (IDOE). It is designed to facilitate and assist schools across the state as they implement RTI. The guidance document provides a conceptual framework and valuable information on developing, designing, and implementing best practices to increase student achievement. The document is housed with other RTI resources on the Indiana Department of Education’s RTI website.

RTI Process Decision Tree (pdf)

This chart illustrates the decisions and considerations involved when moving students among the tiers of a three-tiered RTI model. The chart was adapted from Dr. Alan Coulter’s RtI Decision Tree by the Tennessee Department of Education in 2009.

RTI in Pennsylvania – Funding Considerations: Successful Strategies and Challenges

This presentation outlines lessons learned and challenges faced around funding stemming the implementation of RTI in Pennsylvania. It also identifies potential funding sources, and training and print resources for RTI.  The presentation was given by Joy Eichelberger, Ed.D., Director of Intervention Services and RtI State Lead for Pennsylvania, at the Southeast Comprehensive Center (SECC) Response to Intervention Summit on Funding Models held in February 2009. It is housed with other resources from the Summit on the SECC website.

Supporting Critical Work: Funding and RTI (pdf)

This presentation shares key strategies (both short- and long-term)  that have been successful in RTI funding in Oregon, as well as common funding pitfalls and how these might be avoided. The presentation was given by Erin Lolich, of the Oregon RTI Project, at the Southeast Comprehensive Center (SECC) Response to Intervention Summit on Funding Models held in February 2009. It is housed with other resources from the Summit on the SECC website.

Response to Intervention (RTI) Questions and Answers: Understanding RTI and the Implications for Schools

This presentation provides an overview of the critical components of RTI, and identifies issues to consider when planning for RTI implementation, including training and staff skills needed. The presentation also outlines Oklahoma State Department of Education (OSDE) RTI initiatives and future plans for RTI in the state. The presentation was given by Larry Hartzell, RTI Specialist for the Oklahoma State Department of Education, and Gary Duhon Ph.D., Associate Professor at Oklahoma State University, at the 2009 State Superintendent’s Annual Leadership Conference.

AZ Response to Intervention (RTI) Website

This website presents information on and resources for Arizona’s model of RTI. An overview of RTI, its structural components, and levels of student support is provided. A document outlining the belief statements underlying the state’s RTI framework and a glossary of terms are also offered. The website is maintained by the Arizona Department of Education.

AZ RTI: Belief Statements (pdf)

This document outlines the four belief statements underlying Arizona’s framework for RTI. It was developed by the Arizona Department of Education and is housed with other RTI resources on the Arizona Response to Intervention (RTI) Website.

AZ RTI: Glossary of Terms (pdf)

This document provides definitions for terms related to response to intervention (RTI). It was developed by the Arizona Department of Education and is housed with other RTI resources on the Arizona Response to Intervention (RTI) Website.

AZ RTI: Research Based Assessment System (pdf)

This document provides an overview of a research based assessment system as a component of RTI. It defines assessment, screening, and progress monitoring, and delineates the characteristics the assessment procedures of an integrated data system must have. The document was developed by the Arizona Department of Education and is housed with other RTI resources on the Arizona Response to Intervention (RTI) Website.

AZ RTI: Data Based Decisions (pdf)

This document provides an overview of the data-based decision making process as a component of RTI. It also describes the types of data-based decisions that are made at each tier of a three-tier RTI model. The document was developed by the Arizona Department of Education and is housed with other RTI resources on the Arizona Response to Intervention (RTI) Website.

AZ RTI: Curriculum & Instruction (pdf)

This document provides an overview of curriculum and instruction as a component of the RTI process. It describes the curriculum and instructional cycle in a standards-based classroom, and its interplay with assessment. The document was developed by the Arizona Department of Education and is housed with other RTI resources on the Arizona Response to Intervention (RTI) Website.

AZ RTI: Professional Development (pdf)

This document provides an overview of the National Staff Development Council Staff Development Standards. It describes the context, process and content standards for professional development. The document was developed by the Arizona Department of Education and is housed with other RTI resources on the Arizona Response to Intervention (RTI) Website.

Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Website

This resource is the website for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a project funded by the Michigan Department of Education and designed to help schools develop schoolwide support systems in reading and behavior. The website provides information on the MiBLSi Model and resources for implementation, evaluation, support, and training. It also provides presentations from conferences hosted by MiBLSi, and links to additional resources. The website is maintained by the Michigan Department of Education.

Myths and Realities about Multi-Tier, Coordinated Early Intervening Services (aka RTI) (pdf)

This presentation outlines myths and realities about RTI, and provides a brief overview of federal regulations regarding RTI and the implementation of RTI in Michigan. The presentation was given by Dr. Mark R. Shinn of National Louis University at the 2009 MiBLSi State Implementer’s Conference.

Annual Growth For All Students, Catch-up Growth For Those Who Are Behind

This presentation provides an overview of the some of the main themes of the book Annual Growth For All Students, Catch Up Growth For Those Who Are Behind, written by Lynn Fielding, Nancy Kerr, and Paul Rosier. The presentation describes how one school assessed data, and strengthened the quality of instruction time through small group and whole group learning, and provision of effective differentiated learning and intensive interventions and supports in order to ensure all students were meeting grade level expectations. The presentation also provides reflection and discussion questions and a handout to guide a book study group of the book. The presentation was given by MiBLSi facilitators Ginny Axon, Regional Coordinator, and Kathryn Schallmo, Director, at the 2009 MiBLSi State Implementer’s Conference.

Interpreting DIBELS reports

This presentation provides information on how to interpret DIBELS (Dynamic Indicators of Basic Early Literacy Skills) reports. It reviews DIBELS reports, including histograms, cross-year box plots, class lists, and the summary of effectiveness report. It also offers strategies for sharing DIBELS information with staff, parents, and the central office. This presentation was given by LaVerne Snowden and Terri Metcalf at the 2009 MiBLSi State Implementer’s Conference.

Culture Change at the Secondary Level Through the MiBLSi Process

This presentation discusses how Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) provided data and a framework for cultural change at Baldwin Junior High in Michigan. The school used the model to establish a Positive Behavior Support (PBS) Reward System. This presentation was given by the Baldwin Junior High MiBLSi and High School PBS Team Members at the 2009 MiBLSi State Implementer’s Conference.

MiBLSi: Schools’ Implementation Process and Student Outcomes

This presentation provides information on why and how to study the implementation of school-wide systems. It first offers reasons for studying and monitoring implementation, and suggests tools that can be used to measure implementation. It then presents data specific to the implementation of the MiBLSi Model in Michigan schools—with data pertaining to the process of implementing school-wide positive behavior supports and a school-wide reading model during participation with the state’s RtI project, and data regarding and the relation between implementation fidelity of an integrated three-tier model and student outcomes. This presentation was given by Anna L. Harms of Michigan State University at the 2009 MiBLSi State Implementer’s Conference.

Implementing Multi-Tier Early Intervening Services (aka: RTI) at the Secondary Level (pdf)

This presentation lays out a framework for providing multi-tiered academic and behavioral interventions for all students at the secondary level. It first provides an overview of RTI, and discusses creating a vision and mission statement for a school’s special education program. It then addresses building a multi-tiered service delivery model, providing examples of and resources for effective programs and support at each tier of a three tier RTI model. This presentation was given by Dr. Mark R. Shinn of National Louis University at the 2009 MiBLSi State Implementer’s Conference.

If You Build It They Will Read: Building Based Schedule and Decision Making

This presentation addresses schedule and curriculum priorities when implementing an RTI model, how to build instructional core support and interventions into the schedule, and ways to be flexible with scheduling to address the needs of all students. The presentation also provides information on preparing for and structuring data review meetings. This presentation was given by Rane Garcia and Kathy Keehn of Jenison Public Schools in Michigan at the 2009 MiBLSi State Implementer’s Conference.

What We Know about the Link between Reading and Behavior (pdf)

This presentation addresses the link between reading performance and behavior through the lens of a three tier RTI model of academic and behavior support. It addresses what the link is between reading and behavior; whether academic problems precede behavior problems, or vice versa; the cause(s) of the relationship; and how understanding the link between reading and behavior and its causes can be used to help students. This presentation was given by Kent McIntosh of the University of British Columbia as one of the keynote speeches at the 2009 MiBLSi State Implementer’s Conference.

Sustaining School-wide PBS: How it Happens and How to Make it Happen (pdf)

This presentation examines the factors that promote or inhibit sustainability of Positive Behavior Support (PBS) in school systems. It then offers guidance on establishing a plan for sustaining PBS, which includes self-assessment and action planning. This presentation was given by Kent McIntosh of the University of British Columbia at the 2009 MiBLSi State Implementer’s Conference.

Analyze, Use and Report Behavioral Data Fluently

This presentation provides an overview of the Positive Behavior Support (PBS) data tools required by Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) to inform data-based decision making: EBS Self Assessment Survey; EBS Team Implementation Checklist; and SWIS. It also addresses what the foci are of group data versus intensive student data, and provides examples of and resources for each data type. Handouts are provided that offer examples of the MiBLSi data tools, illustrate the process of and provide guidelines for data-based decision making, and provide definitions for common data acronyms and terms. This presentation was given by Susan Bogart and Christine Russell at the 2009 MiBLSi State Implementer’s Conference.

Scaling-up Response to Intervention (RTI) in Michigan

This presentation provides an overview of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). It describes MiBLSi’s mission statement and goals, and how it integrates multi-tiered academic and behavioral supports. It then addresses the link between reading and behavior and how to provide intervention and support for both, as well as the sustainability of the MiBLSi model and how it has been integrated with other school building and district initiatives. The presentation concludes by describing MiBLSi's accomplishments at the state and school levels, and its goals for scaling up. The presentation was given by Margie McGlinchy and Terri Metcalf on February 17, 2009 at the DIBELS Summit held in New Mexico. It is housed on the MiBLSi website in the MiBLSi Related Presentations section.

An Overview of the MiBLSi Program

This presentation provides an overview of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). It describes the research and philosophy underpinning the model, MiBLSi’s mission statement and goals, how it integrates multi-tiered academic and behavioral supports, and the prerequisites for implementation. It then addresses the link between reading and behavior and how to provide intervention and support for both. The presentation concludes by addressing the sustainability of the MiBLSi model and how it has been integrated with other school building and district initiatives. The presentation was given by Margie McGlinchy and Steve Goodman on February 16, 2009 at Grand Valley State University. It is housed on the MiBLSi website in the MiBLSi Related Presentations section.

Integrated Behavior and Reading Supports

This presentation provides an overview of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) as a model for integrating reading and behavior intervention and support. It describes MiBLSi’s mission statement and support structure, and explores the link between reading and behavior. It discusses the cycle of academic and behavioral failure and then offers strategies for improving reading and behavior. It also addresses problem-solving at an individual student level to a systems level. This presentation was given by Steve Goodman on February 6, 2009 in New Hampshire. It is housed on the MiBLSi website in the MiBLSi Related Presentations section.

Scaling-up with State Personnel Development Grant

This presentation describes the scaling-up and sustainability efforts of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). It provides an overview of MiBLSi’s mission statement, support structure, and focus on reading and behavior. It then describes the mechanisms employed to support sustainability, scaling up through the State Personnel Development Grant (SPDG), and evaluation of the model to ensure fidelity of implementation. The presentation was given by Margie McGlinchey & Kathy Schallmo on November 18, 2008 at the SPDG Directors' Regional Meeting, held in Kansas City, MO. It is housed on the MiBLSi website in the MiBLSi Related Presentations section.

Response to Intervention: What is it all about?

This presentation provides an overview of response to intervention (RTI) as a multi-tiered system of supports. It defines RTI, provides a rationale for a multi-tiered RTI model of support, describes examples at the various tiers of support, and discusses the administrator’s role in the RTI process. This presentation was given by Steven Goodman on August 12, 2009 at Grand Valley State University. It is housed on the MiBLSi website in the MiBLSi Related Presentations section.

Response to Intervention

This presentation provides a description of response to intervention (RTI) as a multi-tiered system of support. It provides an overview of the history and background of RTI, and then looks at RTI and behavior, providing an overview of schoolwide Positive Behavior Support (PBS). The presentation concludes by listing additional resources and websites for more information on RTI. This presentation was given by Terri Metcalf, MiBLSi Regional Coordinator for Kent and Ottawa ISDs, on August 18, 2009 at Grand Valley State University. It is housed on the MiBLSi website in the MiBLSi Related Presentations section.

Support Systems and Sustained Implementation of a Data-Driven, Problem-Solving Model

This presentation provides an overview of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) to illustrate the sustained implementation of a multi-tiered model of supports. It describes the prerequisites for MiBLSi implementation and the continuum of supports the model provides, and discusses why the model focuses specifically on reading and behavior. The presentation also reviews some of the research behind effective implementation, based on the State Implementation and Scaling up Evidence-based Practices (SISEP) Center. The presentation was given on August 11, 2009 by Margie McGlinchey at the MAASE Summer Institute. It is housed on the MiBLSi website in the MiBLSi Related Presentations section.

MiBLSi: Implementation

This is a section of the main website for the Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a project funded by the Michigan Department of Education. This section of the website provides information on implementing a multi-tiered model of support. It describes the key features of successful implementation, and behavior and reading supports at the universal, secondary and tertiary levels. It also addresses and provides resources for implementing a multi-tiered model at the high school level.

MiBLSi: Evaluation

This is a section of the main website for the Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a project funded by the Michigan Department of Education. This section of the website provides information on screening and progress monitoring within a three-tiered approach to academic and behavioral supports. It describes and provides resources for various data collection tools in the areas of student outcomes, process and systems evaluation measures. It delineates measurement schedules at the elementary and middle school levels, and also offers responses to Frequently Asked Questions regarding measurements.

MiBLSi: Measurement Manual (word)

This document describes various data collection tools for student outcome measures, process implementation measures and systems evaluation measures. For each measure it provides a description and information regarding how to collect the information, the amount of time needed to collect it, when it is due, and how to collect and submit the information. This document was developed by Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a project funded by the Michigan Department of Education, in 2008.

MiBLSi: Support

This is a section of the main website for the Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a project funded by the Michigan Department of Education. This section of the website provides information on MiBLSi’s process for creating a sustainable and scalable statewide system of support. It provides resources to guide implementation and scaling up, and addresses the type of support that should be provided by different roles, including coaches, principals, building teams, grade level teams, district teams and families.

MiBLSi: Training Sequence

This is a section of the main website for the Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a project funded by the Michigan Department of Education. This section of the website provides information on the scope of sequence of MiBLSi Building Leadership Team training topics. It provides training materials at the elementary and middle school levels for behavior, reading, and data review trainings.

RTI: Getting Started

This webcast is part of the webcast training series sponsored by the California Department of Education in 2006. In this webcast, three educators from across the nation provide information on implementing a multi-tier RtI system aligned with NCLB that is designed to improve child academic and behavioral outcomes. One of the presenters is Margaret T. McGlinchey, co-director of Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi). She discusses getting started with response to intervention using examples from MiBLSi. The other presenters are Dr. Alnita Rettig Dunn, psychological services coordinator in the Los Angeles Unified School District, and Jan Mayer, Assistant Superintendent of the Learning Support and Partnerships Division at the California Department of Education. This webcast is housed on the MiBLSi website in the MiBLSi Related Presentations section. The full webcast training series can be accessed on the California Department of Education's RTI website.

Implementing PBS at the High School Level: Readiness, Systems, and Healthy Teaming

This presentation provides information on ways to address the implementation of Positive Behavior Support (PBS) at the high school level. An emphasis is placed on systems readiness and supports that may increase the implementation success. Teaching, acknowledging, and redirection of behavior are also addressed. This presentation was given by Dr. Hank Bohanon, of the Center for School Evaluation Intervention and Training at Loyola University of Chicago, at the Summer 2009 High School PBS Summit, which was co-sponsored by Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). The presentation is housed with other resources from the Summit on MiBLSi’s website.

Rewards in Huron County

This presentation provides an overview of the reward systems used as part of Positive Behavior Support (PBS) programs in secondary schools in Huron County, Michigan. The presentation also addresses challenges to implementing PBS and the reward system at the secondary level and offers ideas for overcoming these challenges. This presentation was given at the Summer 2009 High School PBS Summit, which was co-sponsored by Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). The presentation is housed with other resources from the Summit on MiBLSi’s website.

High School PBS Model Positions: Primary, Secondary and Tertiary Supports (word)

This chart can be used as a tool for organizing a team to implement and sustain a Positive Behavior Support (PBS) program at the secondary level. The chart lists the district-based and building-based positions involved and the responsibilities of each position. It also provides space to designate the time allocated to each position and possible individuals to fill the position. This chart was part of the materials disseminated at the Summer 2009 High School PBS Summit, which was co-sponsored by Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). It is housed with other resources from the Summit on MiBLSi’s website.

PBIS School-wide Reinforcement Planning Matrix

This chart allows users to map out various types of reinforcement to be given as part of a school-wide Positive Behavioral Interventions and Supports (PBIS) program, as well as the logistics for when, where and how each reinforcement will be given. A blank chart is provided as well as a completed one to serve as an example. The chart was developed by Dr. Hank Bohanon of the Center for School Evaluation Intervention and Training at Loyola University of Chicago. It was part of the materials disseminated at the Summer 2009 High School PBS Summit, which was co-sponsored by Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). The chart is housed with other resources from the Summit on MiBLSi’s website.

Coordinating Instructional Supports: Maximizing Learning and Instructional Resources

This presentation provides a comprehensive look at coordinating instructional supports within a tiered model of instruction and intervention. It first summarizes recent research findings related to multi-tiered reading instruction. It then addresses issues of content, time, emphasis and delivery when aligning instructional supports. The presentation also discusses the effect of intensifying instructional time and offers suggestions regarding how to intensify instructional supports in meaningful ways. This presentation was given by Beth Harn, of the Center on Teaching & Learning at the University of Oregon, as the keynote address at the Fall 2008 State Coaches Conference. It is housed with other resources from the conference on MiBLSi’s website.

Implementing Responsive Instructional Practices: Institutionalizing & Sustaining Quality Instructional Practices

This presentation provides an overview of the main components of RTI, which it identifies as data-based decision making, collaboration and coordination of instruction, and differentiated instruction. It then addresses strategies for institutionalizing and sustaining quality instructional practices, including implementing shared instructional leadership and promoting collegiality and continual learning within the school building. The presentation was given by Beth Harn, of the Center on Teaching & Learning at the University of Oregon, at the Fall 2008 State Coaches Conference. It is housed with other resources from the conference on MiBLSi’s website.

What Do Great Coaches Do? Lessons from the Coaching Greats

This presentation uses examples of great coaches from sports and guidelines from effective educators to discuss ways to become better coaches to schools. It addresses the role, goals, and skills of great coaches, and delineates guidelines for providing effective coaching support. This presentation was given by Jason Novetsky, School Psychology Consultant for the Macomb Intermediate School District, at the Fall 2008 State Coaches Conference. It is housed with other resources from the conference on MiBLSi’s website.

Core Program Alignment Training

This presentation seeks to facilitate deeper understanding of the importance of the core instructional program, or the “base” reading program provided to all students. It highlights the purpose of the core program and points to consider in optimizing its effectiveness. It delineates steps for core program analysis, including assessing data to determine areas of instructional need and focus and ensuring elements of the core are taught explicitly with sufficient practice provided for the vast majority of students to attain mastery. The presentation concludes by addressing the coaches’ role in communicating and integrating core program analysis and action planning throughout the school building. This presentation was given by Kim St. Martin and Margie McGlinchey at the Fall 2008 State Coaches Conference. It is housed with other resources from the conference on MiBLSi’s website.

Progress Monitoring Intensive Behavior Supports

This presentation provides an overview of progress monitoring tools and data-based decision rules in the context of Functional Behavior Assessment (FBA) and intervention planning. It also addresses combining academic and behavior supports, using the example of combining reading with behavior support for escape maintained behavior. This presentation was given by Amy Campbell at the Fall 2008 State Coaches Conference. It is housed with other resources from the conference on MiBLSi’s website.

State Trainer Recruitment

This presentation was given by Kim St. Martin at the Fall 2008 State Coaches Conference to recruit potential state trainers who are knowledgeable in PBS content and/or reading content in the schoolwide, targeted, and intensive levels. The presentation describes the scope and sequence of the stages of trainer development, and provides information for participants to consider to aid them in making informed decisions about becoming state trainers. The presentation is housed with other resources from the conference on MiBLSi’s website.

From Data to Dialogue: Facilitating Meaningful Change with Reading Data

This presentation discusses ways to increase fluency with DIBELS (Dynamic Indicators of Basic Early Literacy Skills) reports at various levels (building, grade level, and individual). It also provides tools and guiding questions to help school coaches communicate reading data to staff. The presentation concludes by suggesting different ways to display data in the school building. This presentation was given by Ginny Axon and Terri Metcalf at the Fall 2008 State Coaches Conference. It is housed with other resources from the conference on MiBLSi’s website.

Florida RTI Update, Fall 2009 (pdf)

This 2009 brief includes articles on district implementation of RtI and RtI professional development training offered in Florida. One article focuses on technical assistance provided to facilitate the development of district RtI implementation plans. Another article showcases the Polk County School District, a district located in central Florida that is participating in the Florida Problem Solving (PS)/RtI Project. The article describes the evolution of Polk County’s district level RtI team, and the district’s efforts to scale-up implementation of PS/RtI as a framework for improving the educational outcomes of all their students. Other articles detail the RtI Training of Trainers Institutes conducted by the Problem Solving/RtI Project and authorized by the Florida Department of Education (FLDOE), and the RtI Leadership Training Institutes for principals sponsored by the Institute for Small and Rural Districts (ISRD). This brief was developed by Florida’s Problem Solving & Response to Intervention Project of the University of South Florida in the fall of 2009.

Guidance with Respect to State and Federal Regulations Implementing the Individuals with Disabilities Education Act of 2004 (pdf)

This 2005 memo from the Director of the Office of Special Education Programs sets forth guidance for implementation of the Individuals with Disabilities Education Improvement Act of 2004. It includes a description of the provision allowing districts to use a response to scientifically-based interventions (RTI) methodology for determining the presence of a learning disability (found on page 8 of the memo). This memo was issued by the New Jersey State Department of Education. It is housed on a section of the Department’s website about the Re-authorization of the IDEA 2004.

Implementation of New Jersey Administrative Code 6A:14

This presentation provides an overview of the special education code requirements developed by the New Jersey Department of Education Office of Special Education in 2006. This presentation was used at training sessions conducted throughout the state for Directors of Special Education. Slides 38-40 of the presentation specifically describe the use of a response to scientifically-based interventions (RTI) methodology for determining the presence of a learning disability. The presentation was developed in fall 2006 by the New Jersey Department of Education Office of Special Education Programs.

The Student Assistance Team (SAT) and the Three-Tier Model of Student Intervention: A Guidance and Resource Manual for New Mexico’s Response to Intervention (RtI) Framework (pdf)

This manual serves as the New Mexico Public Education Department’s official guidance document for implementing the RtI framework in New Mexico’s schools K–12. The manual sets forth the procedures and the tools for districts and charter schools to use in order to build technically sound systems for effective implementation of the state’s RtI framework. It also lays the foundation as schools design their local implementation plan within each tier and identify resources to put their plan into service. The manual is aligned with the New Mexico School Improvement Framework and rubrics. The manual was developed by the New Mexico Public Education Department, and updated in the fall of 2009.

Understanding and Implementing the Response to Intervention (RtI) Framework in New Mexico: A Quick Guide (pdf)

This document outlines the basic description of and requirements for RtI in New Mexico. It provides an overview of the details and features of each tier of the state’s RtI framework, and offers general implementation guidance. The document was developed by the New Mexico Public Education Department in February 2009.

New Mexico Response to Intervention Website

The New Mexico Public Education Department’s RtI website provides guidance, information, and resources about the RtI framework for New Mexico’s schools. Specifically it provides information and resources in the following main categories: Policy and Guidance Publications; Progress Monitoring; Professional Development; RtI State Advisory Team; RtI and Learning Disabilities; and Resources and Links. The website is maintained by the New Mexico Public Education Department.

Implementing Progress Monitoring: Pennsylvania’s Statewide Approach

This 2006 presentation provides an overview of Pennsylvania’s statewide progress monitoring initiative. Included is a discussion of the Commonwealth’s approach and outcomes to progress monitoring, which includes the selection of pilot districts, a training plan, a seven-step process, a statewide roll-out of the model, and student outcome data.  The presentation was given by Joy Eichelberger, Regina Paulbinsky and Dan Thompson at the Summer Institute of the National Center on Student Progress Monitoring.

Response to Intervention (RtI) Parent Notification (pdf)

This fact sheet was developed by the Virginia Department of Education in August 2009 for dissemination to parents. It describes what RTI is and what the state’s policies are regarding the collection of student performance data and the provision of services when implementing RtI.

Universal Screening as a Component of Response to Intervention (pdf)

This brief provides a basic overview of screening assessments to help school staff become better consumers of screening and the results. It describes what screening is, the critical features of accuracy and efficiency, and the role of screening within an RTI model. The brief also delineates standards for judging high-quality screening and implementation challenges. This brief is a supplemental resource to Virginia’s RtI guidance document, Responsive Instruction: Refining Our Work of Teaching All Children. The brief was developed in January 2009 by Evelyn Johnson, of Boise State University, and Daryl F. Mellard, of the University of Kansas, for the Virginia Department of Education.

The Two Models of RTI: Standard Protocol and Problem Solving (pdf)

This brief provides an overview of two approaches that have emerged as the methodology for developing small group interventions for use in the RtI process – the standard protocol approach (Standard Protocol; RTI-SP) and the problem-solving approach (RTI-PS). The brief describes the differences between the models, the advantages and disadvantages of each, and how to use a combination of the two approaches within an RTI model. It also delineates key questions for a school to ask when making a decision regarding which model to implement. This brief is a supplemental resource to Virginia’s RtI guidance document, Responsive Instruction: Refining Our Work of Teaching All Children. The brief was developed in January 2009 by Edward S. Shapiro, of Lehigh University’s Center for Promoting Research to Practice, for the Virginia Department of Education.

RtI and the Special Education Eligibility Process: Frequently Asked Questions (pdf)

This brief provides answers to technical questions regarding RtI and the special education eligibility process. It is intended to be read in conjunction with Virginia’s primary guidance document, Responsive Instruction: Refining Our Work of Teaching All Children. It also provides sample documentation of RtI activities, and a flowchart illustrating the RtI and eligibility process. This brief was developed in April 2009 by the Virginia Department of Education.

An Interactive Guide to RtI in New Hampshire (pdf)

This interactive guidance document is intended to support understanding and implementing RTI for local school districts. It provides an overview of RTI and its components, and guidance for putting RTI into practice. It also addresses building the systematic RTI framework, and provides sample RTI frameworks for literacy and behavior. This guidance document was developed by the New Hampshire Department of Education (NHDOE) in 2009.

Rhode Island Criteria and Guidance for the Identification of Specific Learning Disabilities (pdf)

This guidance document presents Rhode Island’s RTI framework and the state’s criteria and guidance for the identification of specific learning disabilities. The criteria, adopted by the RI Board of Regents in June 2009, phases in the requirement for local education agencies to utilize a student’s response to intervention as part of the process for the identification of specific learning disabilities and phases out the use of severe discrepancy between aptitude and achievement. The document’s appendices provide a flowchart illustrating the state's RTI process, an RTI implementation self-assessment, frequently asked questions, and other RTI-related forms. The document was developed by the Rhode Island Department of Elementary and Secondary Education in January 2010.

Nebraska Response-To-Intervention Technical Assistance Document (pdf)

This guidance document provides an overview for Response-to-Intervention (RtI) practices in Nebraska. It describes the core components of RtI and charts the course for the systematic implementation of RtI in schools. The document is intended to help readers increase their understanding of the various aspects of RtI and to identify areas that warrant future training within their schools. The guidance document was developed by the Nebraska Department of Education & the University of Nebraska in June 2006.

Illinois Special Education Eligibility and Entitlement Procedures and Criteria within a Response to Intervention (RtI) Framework: A Guidance Document (pdf)

This guidance document is designed to provide Illinois districts and schools with a framework for using RtI to determine a student’s eligibility for and entitlement to special education services. The document also addresses ways in which districts can assess whether their core curricula and instruction are effective and, in turn, use such data in the eligibility determination process. This document aligns directly with the Illinois State RtI Plan and sets the stage for Illinois schools to approach special education eligibility and entitlement decisions from a broader context of quality instruction, intervention, and assessment to address the learning and behavioral needs of all students. The guidance document was developed in January 2010 by the Committee on Special Education Eligibility and Entitlement in an RtI Framework and the Illinois State Board of Education (ISBE).

Using Response to Instruction/Intervention (RTI) for Alaska’s Students: State Guidance (pdf)

This guidance document presents the principles and components of RTI in Alaska. The document provides guidelines related to decision making within an RTI system, recommends how to use RTI data in measuring student progress, answers common questions regarding RTI, and identifies resources that school districts may use in developing their own RTI systems. This guidance document was designed to propose a framework for schools and districts that plan to implement RTI. It was developed by the Alaska Department of Education and Early Development RTI Leadership Team in July 2009.

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.

Mississippi Response to Intervention (RtI) Procedural & Technical Manual (pdf)

The purpose of this document is to provide guidance to schools and school districts in Mississippi as they implement Response to Intervention (RtI). It explains the core components of RtI and its systematic implementation in schools. The document also includes an overview of what RtI is and is not, the relationship between RtI and Early Intervening Services (EIS), and detailed information about Mississippi’s RtI framework and its various components. The document was developed by the Mississippi Department of Education in July 2008.  

Idaho RTI Indicators: District Success Indicators (word)

This District RTI Success Indicators tool may be useful in helping district leaders evaluate how successful they have been in implementing RTI as a district. The tool is divided into columns where districts can specify each indicator’s priority, implementation rating, and brief description. The tool was developed by the Idaho State Department of Education in 2010.

Idaho RTI Indicators: School Success Indicators (word)

This School RTI Success Indicators tool may be useful in helping school leaders and RTI team members evaluate how successful they have been in implementing RTI as a school. The tool is divided into columns where schools can specify each indicator’s priority, implementation rating, and brief description. The tool was developed by the Idaho State Department of Education in 2009.

Florida Problem Solving/Response to Intervention Project: Self-Assessment of Problem Solving Implementation (SAPSI) (pdf)

This self-assessment tool may be useful in helping school leaders and RTI team members evaluate how successful they have been in implementing RTI as a school. The tool is divided into sections on consensus, infrastructure development, and implementation, and asks schools to evaluate how often certain activities occur and to support the documentation with evidence. The tool was developed by the Florida Problem Solving/Response to Intervention Project; it was adapted from the Illinois-ASPIRE Self-Assessment of Problem Solving Implementation (SAPSI).

Utah’s ABC Systems Framework (pdf)

This fact sheet produced by the Utah State Office of Education describes a framework for RTI across four dimensions: consensus, infrastructure, implementation, and continuous improvement. The fact sheet outlines action steps under each dimension for district and school leaders to consider when planning, implementing, and evaluating an RTI model.

Three -Tier Model for Elementary Mathematics (word)

This one-page document provides information about West Virginia’s three-tiered RTI model for elementary mathematics. It includes a description of each of the three tiers. Specifically, for each tier, it provides information on: the definition and focus of the tier; the key features of instruction; the interventionist; the setting, group size, and instruction time; and the type of assessment given to gauge progress. This document was developed by the West Virginia Department of Education; it was adapted from the work of the Vaughn Gross Center within the College of Education at the University of Texas at Austin. 

RTI Scheduling Considerations Checklist: Elementary Level, Reading and Mathematics (word)

This checklist provides topics for consideration as elementary school principals and RTI teams build a school schedule that addresses the needs of struggling students. The considerations delineated are organized into four main categories: master schedule considerations; student achievement data considerations; personnel considerations; and logistical considerations. This checklist was developed by the West Virginia Department of Education in March 2009.

Guidelines for Identifying Students with Specific Learning Disabilities (pdf)

This document provides guidance to school teams around the use of RTI for identifying students with specific learning disabilities (SLD). The document describes how the RTI framework connects to SLD determination, the provision of supports within a three-tiered instruction model, decision-making and problem solving processes, and SLD referrals and evaluation, among other topics related to SLD determination. Training materials for use with the guide are available on the West Virginia Department of Education website. This document was developed by the West Virginia Department of Education, Office of Special Programs, Extended and Early Learning, in March 2009.

New Hampshire RtI Task Force Website

This website provides information on the New Hampshire (NH) Response to Intervention (RTI) Task Force. The website describes the Task Force’s vision and goals and provides various NH RTI resources, such as An Interactive Guide to RTI in NH (PDF), RTI In New Hampshire (PPT), and a Draft Strategic Plan (PDF). The website is maintained by the New Hampshire Department of Education.   

Response to Intervention: A Quick Review to Guide the Work of NH’s RtI Task Force

This presentation helps to guide the work of the New Hampshire (NH) RtI Task Force by providing a brief overview of what RTI is, including the core concepts of RTI, how it works, the three tiers of RTI, data sources for instructional tiers, and key websites with information about RTI. This presentation was developed in October 2008 by Sandy Plocharczyk and Raina Chick, Co-chairs of the NH RtI Task Force.

Response to Intervention: A Brief Update of the Work of the NHDOE’s RtI Task Force

This presentation provides an overview of the work of the New Hampshire (NH) RtI Task Force. It describes how the Task Force began, its purpose, and the kind of work that it has completed and currently has underway. In addition, the presentation describes the core concepts of RTI and suggests data sources for instructional tiers and key websites with information about RTI. This presentation was developed in January 2009 by Sandy Plocharczyk, a member of the New Hampshire School Administrators Association and Co-chair of the NH RtI Task Force.

Maine Response to Intervention Website

This resource is the Maine Department of Education Response to Intervention website. The website provides various resources on RTI, including a frequently asked questions (FAQs) document, a module on RTI implementation, a pre-referral guide, resources related to determining school readiness, and resources for parents. The website also provides links to technical assistance and dissemination centers that provide more information on and resources for RTI.

Frequently Asked Questions

This frequently asked questions (FAQs) document was developed by the Maine Department of Education in 2009. It addresses questions related to various RTI topics, including: compliance; funding; scientifically based interventions; curriculum based measurement, universal screening and progress monitoring; developing RTI frameworks and plans; collaborative decision making groups, structures and processes; data collection; identification concerns; and parent involvement. The FAQs document is one of several resources housed on the Maine Department of Education Response to Intervention website.

South Dakota Application for Implementation: Response to Intervention (RtI) (pdf)

This document is the 2009-2010 local education agency (LEA) application for implementing RTI in South Dakota. The application provides an overview of the components of the South Dakota RTI model, the goals and desired outcomes of the program, the state’s training plan, and key research questions that will be addressed when evaluating implementation of RTI. The application also includes a tool to assess the school’s status for RTI, an agreement form for RtI implementation team members to sign, a letter of commitment to support the RtI Pilot School Project, and a DIBELS and/or AIMSweb authorization form. The application was developed by the South Dakota Department of Education in September 2009.

Tiered Instruction in Reading – Elementary Schools

This section of the West Virginia Department of Education’s RTI website provides information about tiered instruction in reading for elementary students. The resources provided include: an elementary RTI scheduling considerations checklist; characteristics of tiered instruction document; presentations on tiered instruction in reading; school readiness self-assessment; parent brochure on understanding RTI; K-3 reading model demonstration sites and contact information; and K-3 reading model questions and answers document, among other resources.

Tiered Instruction in Reading – Middle and High Schools

This section of the West Virginia Department of Education’s RTI website provides information about tiered instruction in reading for middle and high school students. The resources provided include: a characteristics of tiered instruction document; presentations on tiered instruction in reading; school readiness self-assessment; and a parent brochure on understanding RTI.

West Virginia Middle Level Leaders Emerge: Structures and Strategies for Establishing and Implementing RTI at Grades 4-12

This presentation describes the implementation of RTI at the middle school level. It delineates the key differences between RTI at the elementary level and middle school level, and provides guidance regarding tiered instruction at the middle school level, effective instruction and intervention practices, and using data to make decisions. The presentation was given in September 2009 by Linda Palenchar, RTI Coordinator in the Office of Special Programs within the West Virginia Department of Education.

Tiered Instruction in Mathematics – One Page Summary (word)

This one-page fact sheet from the West Virginia Department of Education describes the state’s three-tier RTI model for mathematics. It provides an explanation of each tier and the instruction components within each tier.

Math RTI - Special Education Leadership Conference 2009 Presentation

A presentation from the West Virginia Department of Education Special Education Directors’ Meeting held in September 2009, this set of slides provides an overview of mathematics and RTI. The presentation describes the core components of the state’s RTI framework, each tier of the state’s three-tier instructional model, and progress monitoring and universal screening practices. It also provides an extensive list of RTI resources (general, intervention, and assessment resources) for more information.

RTI in Louisiana (pdf)

This presentation provides an overview of the history and central concepts of the RTI process in Louisiana. It describes the state’s implementation plan and district RTI design, and touches on challenges faced during RTI implementation and the impact RTI can have on students, teachers, schools and families. The presentation was given by Diana Jones, PhD, NCSP, the State RTI Coordinator within the Louisiana Department of Education.

RTI Processes in Louisiana (pdf)

This document provides a general overview of the RTI process in Louisiana. It defines RTI, identifies the core components of Louisiana’s RTI model, and discusses its three-tiered process. The document was developed by Louisiana’s Department of Education.

RTI Policy Approved by the Louisiana State Board of Elementary and Secondary Education (pdf)

This document outlines Louisiana’s RTI policy, approved by the Louisiana State Board of Elementary and Secondary Education in June 2009. It discusses the key components each local education agency (LEA) in Louisiana must include when implementing an RTI plan, which are: high quality research based instruction in general education; universal screening; benchmarks; outcome assessments/progress monitoring; multi-tiered interventions; and shared ownership of all students. The document was developed by the Louisiana Department of Education.

RTI Report – January 2010 (pdf)

This document provides a brief report on the status of RTI implementation in Louisiana as of January 2010. It discusses the activities of the State RTI Task Force and completed and upcoming events, such as professional development activities and webinars. The document was developed by Louisiana’s Department of Education in January 2010.

RTI in Elementary Schools (pdf)

This presentation provides an overview of the implementation of RTI at the elementary level. It describes the essential components of RTI and creating, implementing, and evaluating an RTI plan in elementary schools. It concludes by providing a list of additional web resources for more information on RTI. The presentation was given by Diana Jones, PhD, NCSP, the State RTI Coordinator within the Louisiana Department of Education, in February 2010.

RTI in Middle Schools (pdf)

This presentation provides an overview of the implementation of RTI at the middle school level. It describes the essential components of RTI and creating, implementing, and evaluating an RTI plan in middle schools. It concludes by providing a list of additional web resources for more information on RTI. The presentation was given by Diana Jones, PhD, NCSP, the State RTI Coordinator within the Louisiana Department of Education, in February 2010.

RTI Website Resources

This document provides a list of RTI website resources. The document was developed by the Louisiana Department of Education.

Kansas MTSS: Elementary Academic Implementation, End of Year Guide (pdf)

This 2010 handbook was released by the Kansas State Department of Education to assist schools in making the decisions necessary to begin and support the implementation of a Multi‐Tier System of Supports (MTSS). This document acts as a workbook for schools working with recognized facilitators (a list of recognized facilitators can be found at www.kansasmtss.org) or as a do-it-yourself guide for schools taking on the challenge themselves. It provides an explanation of why each of the questions are important as well as giving some suggested steps that have help other schools successfully complete the task at hand. This document is a companion document to the resources Kansas Multi‐Tier System of Supports: Innovation Configuration Matrix (ICM) and Kansas Multi‐Tier System of Supports: Elementary Academic Structuring Guide. All of the resources are housed on the main Kansas MTSS website.

Washington State: Districts’ Journeys Implementing RTI

The Resource section of the RTI website maintained by the State of Washington Office of Superintendent of Public Instruction (OSPI) provides links to districts’ websites so users can read about districts’ journeys implementing RTI. The districts’ websites provide updates, stories, knowledge and accomplishments relating to RTI implementation. The websites also offer resources such as newsletters and brochures.

Washington RTI Report of Activities and Findings: Executive Summary (pdf)

This document summarizes the findings from the Year 1 evaluation of Washington state’s RTI implementation conducted by Evaluation Research Services of Austin, Texas. It describes findings related to the state's RTI program model, survey and site visit data, and student outcome data (achievement, special education referral rates, and behavior referral rates). The document was released in January 2010. 

Washington RTI Report of Activities and Findings, 2008-09 School Year (Full Report) (pdf)

This document presents the findings from the Year 1 evaluation of Washington state’s RTI implementation conducted by Evaluation Research Services of Austin, Texas. The report provides a brief overview of Year 1 evaluation-related activities, followed by a summary of findings to date with a focus on the implementation of RTI-related activities and structures. Next steps and general recommendations, for practice and for continued evaluation, are also included. The report was released in January 2010.

Washington RTI Survey Results by School Level (pdf)

This document presents findings from a survey administered in the spring of 2009 by the Evaluation Research Services of Austin, Texas as part of the Year 1 evaluation of Washington state’s RTI implementation. The survey was completed by elementary, middle, and high school instructors. Topics assessed included general RTI, assessment knowledge and frequency, professional development frequency, implementation coherence, and efficacy and expectancy. A description of the survey respondents is included.

Specific Learning Disabilities Team Report (word)

This report template is intended for use by a school Eligibility Committee when considering if a student may be eligible for special education and related services as a student with a specific learning disability. The Committee responds “yes” or “no” to each statement in the report in order to appropriately conclude a student is a student with a specific learning disability. The report template was developed by the West Virginia Department of Education in March 2010.

Memo of Clarification: RTI Reading and Math Interventions, January 2010 (pdf)

This January 2010 memo from the West Virginia State Superintendent of Schools is intended to clarify the RTI process for elementary math (K-5) as the state draws near to the date of implementation. The memo also provides responses to frequently asked questions regarding the continued implementation of the RTI process for reading.

West Virginia Model for RTI and Mathematics K-5, Fall 2010 (word)

This one-page document illustrates West Virginia’s three-tier RTI model for math at the elementary level. It describes the characteristics of each tier and the instruction and/or intervention provided at each tier. The document was developed by the West Virginia Department of Education in Fall 2010.

Washington Response to Intervention Website

This resource is the state of Washington’s RTI website, maintained by the Office of Superintendant of Public Instruction (OSPI). The website provides an overview of RTI and offers a variety of resources related to the core principles of RTI, RTI implementation, academics and behavior, early childhood, and assessment.

RTI Core Principles

This section of the state of Washington’s RTI website provides information on the six core principals of the state’s RTI model: Scientifically Research-Based Instruction, Problem Solving Practices, Professional Development, Leadership, Data Based Decision Making and Assessment Instruction System. A brief definition of each of these principles appears on the website; if a user clicks on a principle's definition, he/she is brought to another web page with more extensive information on that principle. The website is maintained by the State of Washington Office of Superintendant of Public Instruction (OSPI).

RTI: Systems of Supports (Washington ARRA Presentation) (pdf)

This presentation provides an overview of the response to intervention (RTI) framework. It discusses how RTI can be implemented for reading, mathematics, science, and behavior. It also address how funding sources under the ESEA (Title I, Title II, etc), the IDEA (CEIS), and state sources may be used to support RTI in public schools. This presentation was given at the Title I ARRA Symposium held in Spokane, Washington, in May 2009.

Washington State Diagnostic Assessment Guide (pdf)

The purpose of this guide is to provide Washington State educators with information that will support the selection, use, and interpretation of formative and diagnostic assessments. The guide provides a definition of the concept of assessment as well as background and general information on formative and diagnostic assessment including: (1) a brief review of the Washington state diagnostic assessment legislation (ESHB 6023); (2) definitions of different assessment purposes and how they relate to diagnostic assessment; (3) a description of some of the major findings from the research on formative and diagnostic assessment; and (4) a discussion of the policy issues related to the implementation of diagnostic and formative assessment processes as well as the use and interpretation of assessment results. The guide was developed in January 2009 by Joe Stevens, Ph.D., of the University of Oregon, for the Washington State Office of the Superintendent of Public Instruction. The Washington State Formative Assessment Comparative Guide – Consumer Report is a companion to this guide.

Washington State Formative Assessment Comparative Guide – Consumer Report (pdf)

This guide, released in January 2009, is a companion document to the Washington State Diagnostic Assessment Guide. This guide gives a brief overview of published assessments in reading, writing, mathematics and science. The following information is provided for each assessment included in the guide: assessment description, purpose, methods used to score and report results, cost, technical adequacy (rated on a three-level scale), and OSPI recommendations. There are also individual technical reports for each subject area which provide detailed information regarding the validity and reliability of each assessment included in the Consumer Report; these technical reports can be found on the State of Washington OSPI website. The guide was developed in January 2009 by Joe Stevens, Ph.D., of the University of Oregon, for the Washington State Office of the Superintendent of Public Instruction.

Progress Monitoring 101: Guidance from the Tennessee Department of Education

This presentation given by the Tennessee Department of Education discusses progress monitoring procedures, tools, and data-based decision-making. It explains the differences in progress monitoring for literacy and math, and also mentions potential challenges at the middle and high school levels. This resource may be useful for districts, schools, or teachers eager to learn about planning for and conducting progress monitoring.

RTI Report Template (word)

Schools and districts may use this form produced by the Tennessee Department of Education to document interventions provided to and progress monitoring conducted with struggling students. The form includes four sections: Reason for Referral, Relevant Background and Educational History, Psychological Assessment Information and Procedures, and Summary and Recommendations. This resource may be particularly useful when assessing whether a student has a learning disability and should be placed in special education.

West Virginia Response to Intervention Website

This website developed by the West Virginia Department of Education provides guides, tools, forms, presentations, and other resources on RTI for literacy and math. This website would be useful for districts and schools planning for or implementing an RTI model as well as teachers, parents, or other stakeholders eager to learn more about RTI.

Designing and Implementing Multi-Tiered System of Support District-Wide: A Team Approach (pdf)

This presentation provides an overview of Kansas’s Multi-Tiered System of Support (MTSS) using a local education agency to illustrate implementation of the model. It describes how Shawnee Mission School District (SMSD) implemented the MTSS Innovation Configuration Matrix. The presentation delineates SMSD’s core beliefs and how they played out in implementation, shares SMSD’s standard protocol, and identifies some of the challenges the school district faced. This presentation was developed by school administrators for the Kansas MTSS Symposium in September 2008.

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.

Logistics of RTI for the Elementary Level (pdf)

This presentation discusses the implementation of RTI at the elementary level. It describes school-wide RTI practices and systems, the essential components of RTI implementation, and the implications of RTI in special education. Handouts accompanying the presentation include an RTI self-assessment, an ‘RTI Next Steps’ worksheet, and a five-minute observation form. This presentation was developed by school administrators for the Kansas MTSS Symposium in September 2008.

Logistics of RTI for the Secondary Level (pdf)

This presentation discusses the implementation of RTI at the secondary level. It describes school-wide RTI practices and systems, the essential components of RTI implementation, and the implications of RTI in special education. Handouts accompanying the presentation include an RTI self-assessment, an ‘RTI Next Steps’ worksheet, and a five-minute observation form. This presentation was developed by school administrators for the Kansas MTSS Symposium in September 2008.

Precise RtI Planning for Elementary Schools: Finding Your Best Fit (pdf)

This presentation provides a detailed discussion of the planning process for implementing RTI in elementary schools. The presentation focuses on selecting a tiered instructional model, organizing class configurations and schedules, choosing an instructional design, establishing accountability systems, and determining procedures. Handouts accompanying the presentation serve as worksheets for exercises found within the presentation. This presentation was developed by school administrators for the Kansas MTSS Symposium in September 2010.

Precise RtI Planning for Middle/High Schools: Finding Your Best Fit (pdf)

This presentation provides a detailed discussion of the planning process for implementing RTI in secondary schools. The presentation focuses on selecting a tiered instructional model, organizing class configurations and schedules, choosing an instructional design, establishing accountability systems, and determining procedures. Handouts accompanying the presentation serve as worksheets for exercises found within the presentation. This presentation was developed by school administrators for the Kansas MTSS Symposium in September 2010.

Universal Screening and Progress Monitoring in Grades K-8 (pdf)

This presentation provides a detailed examination of assessment in Kansas’s Multi-tiered System of Support. It describes how to use universal screening, progress monitoring, diagnostic assessment, and goal setting to guide instruction in K-8 grades. This presentation was developed by school administrators for the Kansas MTSS Symposium in September 2010.

Universal Screening and Progress Monitoring in Grades 9-12 (pdf)

This presentation provides a detailed examination of assessment in Kansas’s Multi-tiered System of Support (MTSS). It describes the use of universal screening, progress monitoring, diagnostic assessment, and goal setting to guide instruction in 9-12th grades. This presentation was developed by school administrators for the Kansas MTSS Symposium in September 2010.

A Comprehensive RtI Model: Integrating Behavior and Academic Interventions (pdf)

This presentation discusses the integration of behavioral and academic interventions in a comprehensive Multi-tiered System of Support (MTSS). It briefly provides an argument in support of early intervention and scientific research-based interventions. After talking about the frameworks for interventions, the presentation focuses on integrating MTSS and school-wide Positive Behavior Supports (PBIS) in each tier of a three-tier model of supports. A ‘Gap Analysis Form’ is provided at the end of the presentation; leadership teams may use this form to examine existing programs and determine gaps in instructional and behavioral supports. This presentation was developed by school administrators for the Kansas MTSS Symposium in September 2010.

Wisconsin RTI Roadmap: A Model for Academic/Behavioral Success for All Students Using Culturally Responsive Practices (pdf)

This resource, the Wisconsin RtI Roadmap, provides an overview of an enacted RtI system focused on increasing student success in both academics and behavior. A chart illustrating the roadmap and text explaining the process are provided. The roadmap is aligned to Wisconsin’s definition for RtI and explicitly embeds the three essential elements and seven guiding principles of an RtI system in Wisconsin (the definitions, elements and principles can be found on Wisconsin's RtI website). The roadmap was created by the Wisconsin Department of Public Instruction in March 2010.

Three Tiered Model for Elementary Mathematics

This presentation addresses the application of a three-tier system for mathematics instruction. The presentation first provides an overview of RTI and West Virginia’s RTI framework components. It then describes key research findings and features of a three-tier system for math, instruction and intervention at each tier, and related policy requirements. The presentation concludes by examining quality lesson design for Tier 1 Universal instruction. This presentation was developed by the West Virginia Department of Education in 2008-2009.

Missouri Department of Elementary and Secondary Education: Promotion of Three-Tiered Models of Intervention (pdf)

This document released by the Missouri Department of Education in November 2009 outlines the various activities the state engaged in to promote and scale up the use of three-tiered models of intervention.  A range of activities are described including training partnerships, webinars, presentations, information dissemination activities and grant applications.

Missouri Integrated Model (MIM) Website

This resource is the website for the Missouri Integrated Model (MIM), a program funded by the Missouri Department of Elementary and Secondary Education through a State Personnel Development Grant awarded in 2007. The MIM framework focuses on supporting academic achievement and successful behavior through tiered levels of support that acknowledge and address diversity in student learning. The website provides an overview of MIM and access to resources including training materials, MIM annual reports, materials developed for use by schools (e.g. toolkits and guides), and implementation team materials. An interactive map of MIM pilot districts in the state is also provided.

Response to Intervention Task Force Strategic Plan, 2009 – 2013 (pdf)

This resource is the strategic plan that guides the work of the New Hampshire Response to Intervention Task Force. The plan provides a map for the design and implementation of a systematic state and district RtI framework. It outlines a process for scaling-up evidence based practices statewide, and delineates steps to achieving the goals associated with this process. The plan was released by the New Hampshire Department of Education in March 2010.

RtI in New Hampshire: A Brief Introduction to NH’s RtI Framework

This presentation provides an overview of New Hampshire’s RtI framework and the work of the state’s RtI Task Force. The presentation was developed by the New Hampshire Department of Education in January 2010.

Creating a Multi-Tier System at the Secondary Level (pdf)

This presentation provides an overview of the implementation of the Kansas Multi-Tier System of Supports (MTSS) in reading at the secondary level in two districts. It addresses the districts’ role in implementation, describes the vision of and challenges encountered during implementation, and delineates the types of resources and assessments used in implementation. The presentation also provides a set of resources including a graphic model of tiered literacy supports at the secondary level, a chart of math and reading tier structures, MTSS reading definitions, and a MTSS resource and assessment matrix. This presentation was given at the 2008 Kansas MTSS Symposium.

RTI and the Road to Special Education (pdf)

This presentation discusses key factors for administrators to keep in mind when using RTI to determine special education designations. It presents recommendations from the President’s Commission on Excellence in Special Education, research on special education, and ten tips to guide the eligibility determination process. The presentation was part of a Virginia Department of Education RTI Pilot Training session on held on June 23, 2009. The resources from other pilot training sessions can be found on the Virginia Department of Education website.  

Planning for 2009-2010: Back to the Blueprint (Ensuring Fidelity) (pdf)

This presentation outlines a blueprint for implementing RTI. It provides advice and tips on consensus building, infrastructure building, and implementation. The presentation was part of a Virginia Department of Education RTI Pilot Training session on held on June 23, 2009. The resources from other pilot trainings can be found on the Virginia Department of Education website.  

Using RTI: Let's Get Real (pdf)

This presentation begins with a discussion of the philosophy and components of RtI. It then provides detailed advice on implementation including how teachers learn to use RtI through training and coaching, how schools organize to use RtI effectively, and how data drives good decision making in RtI framework. The presentation was developed by

the National Implementation Research Network for a Virginia Department of Education RTI Pilot Training session held on April 30, 2009. The resources from other pilot trainings can be found on the Virginia Department of Education website.

Progress Monitoring: Connecting the Dots (pdf)

This presentation provides an overview of the uses and characteristics of RTI assessment, and the basic principles and benefits of progress monitoring (PM). It then compares and contrasts three types of PM: curriculum-based assessment, mastery measurement, and curriculum-based measurement. The presentation concludes with a brief discussion on data management. The presentation was part of a Virginia Department of Education RTI Pilot Training session on held on February 26, 2009. The resources from other pilot trainings can be found on the Virginia Department of Education website.  

Right Tool for the Job (pdf)

This presentation addresses selecting screening and progress monitoring tools. It focuses on identifying the needs, strengths and weaknesses of the tool, and web sites where you can access reviews of tools. The presentation was part of a Virginia Department of Education RTI Pilot Training session on held on February 26, 2009. The resources from other pilot trainings can be found on the Virginia Department of Education website.

Standard Protocol and Problem Solving Model: What do the Models Share? (pdf)

This presentation discusses two models of RTI: the standard protocol model and the problem solving model. It begins by defining and describing the two models, and then delineates the similarities, differences, advantages, and disadvantages of each model. Finally, the presentation provides practical considerations when choosing an RTI model. The presentation was part of a Virginia Department of Education RTI Pilot Training session on held on January 29, 2009. The resources from other pilot trainings can be found on the Virginia Department of Education website.

Standard Protocol Question Bank (pdf)

This document is a list of questions to consider when evaluating the implementation of a standard protocol RTI model. The resource was part of a Virginia Department of Education RTI Pilot Training session on held on January 29, 2009. The resources from other pilot trainings can be found on the Virginia Department of Education website.

Frequently Asked Questions about Response to Intervention (RtI) (pdf)

This document lists frequently asked questions about RtI. It was developed by the Illinois State Board of Education to accompany the Illinois state RtI plan and the district self-assessment template. The questions are divided into seven categories: implementation of RTI, coordinated services, parent involvement, data tools, team process, special education evaluation, and state education agency responsibility.

Webinar: Illinois Response to Intervention (RtI) District Self-Assessment

This presentation given by the Illinois State Board of Education in April 2008 explains the philosophical considerations of Response to Intervention and the legal basis in Illinois before describing how school and district administrators should develop RtI implementation plans that comply with state policies. This resource may be useful for school and district administrators who want to understand the state’s RtI plan more thoroughly and prepare for the development of their own plans.

Illinois and Response to Intervention

This presentation given by the Illinois State Board of Education in March 2009 introduces Response to Intervention in Illinois—its policies, essential components, and school district requirements. After explaining the legislation and rules behind RtI as well as key components and terms, the presentation then describes the District Self-Assessment Template and State RtI Plan. This resource may be useful for school and district administrators who are preparing to develop district RtI plans.

Webinar: RtI in Illinois

This presentation given by the Illinois State Board of Education in September 2008 introduces Response to Intervention in Illinois—its policies, essential components, and school district requirements. After explaining the legislation and rules behind RtI as well as key components and terms, the presentation then describes the District Self-Assessment Template and RtI Plan. This resource may be useful for school and district administrators who are preparing to develop district RtI plans.

Webinar: Writing the Response to Intervention District Plan

This presentation given by the Illinois State Board of Education in September 2008 briefly describes Illinois’s policies around Response to Intervention, and then provides guidance on writing and submitting the District RtI plan. It conducts a crosswalk of the template and rtI plan components, describes each component in detail, and lists resources for further information. This resource may be useful for school and district administrators who are preparing to develop district RtI plans.

PI 34 & RtI: Connecting the Dots

This presentation describes the connections between the basic components of RtI and those of PI 34, the Wisconsin Quality Educator Initiative that restructured educator preparation and licensing in the state. The presentation describes how RtI and PI 34 processes could work in conjunction with each other in the areas of assessment, instruction, intervention and collaboration. Examples are provided to demonstrate how the teacher standards, administrative standards, and pupil service standards encompassed by PI 34 mesh with RtI. The presentation was given by Linda Helf (Teacher for the Manitowoc Public School District and Chairperson of the Professional Standards Council for Teachers) at the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

RtI Implementation in a Small District in Northern Wisconsin

This presentation describes RtI implementation in the School District of Chetek in Wisconsin. It describes the core components of the district’s RtI model—high quality universal instruction, on-going screenings, targeted instructional interventions, and a strong focus on data—and the assumptions underlying the model. It then outlines the basic structure of RtI at the elementary and high school levels and for special education students, and describes the outcomes observed in the district. This presentation was given by Linda Zeman (School Psychologist, Director of Special Education, District Assessment Coordinator, and ELL Coordinator for the School District of Chetek) at the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Shifting the Paradigm: Focusing on Student Outcomes

This presentation describes the goals and purposes of the Southern Wisconsin Problem-solving Consortium (SWPSC), which include implementing collaborative problem-solving processes and Response to Intervention (RtI). The presentation describes the core components of problem-solving and RtI and implementation considerations, including: leadership and consensus building, professional development, core curriculum, data collection and analysis, shifting roles and responsibilities, and scheduling. This presentation was given by the SWPSC at the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Using Formative and Benchmark Assessments in RtI

This presentation addresses the use of assessment within RtI. It features information on screening, formative assessment, and progress monitoring; for each assessment type, the presentation provides a definition, purpose/rational for use, strengths and limitations, research, and resources for getting started. The presentation was given by Abby Potter (Education Consultant, Title I School Support Team) and John Humphries (School Psychologist, Student Services/Prevention & Wellness) at the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Walking the Talk: Leadership's Role in Implementing the RtI Framework

This presentation provides an overview of the steps taken by Marshall Public Schools to implement RtI. The topics addressed include: creating a common understanding; developing and monitoring a guaranteed curriculum; implementing data-driven decision making; and establishing a problem-solving process and a tiered system for the delivery of interventions. This presentation was given by Dr. Barb Sramek (District Administrator for Marshall Public Schools) and Barb Johnson (Elementary Principal for Marshall Public Schools) at the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Big Ideas of Universal Screening

This presentation provides a brief overview of the purpose and characteristics of and common misconceptions regarding universal screeners. It also provides links to key resources for more information on screening. The presentation was given at the Virginia RtI Pilot Training Session held on November 19, 2008. Additional presentations from this training session can be found on the Virginia Department of Education website.

Response to Intervention – Under Construction: Team Building

This presentation describes effective communication skills, including listening, responding and nonverbal communication, and how these skills fit into team building. The presentation also provides information on team meeting processes and team roles and responsibilities. The presentation was given at the Virginia RtI Pilot Training Session held on October 28, 2010. Additional presentations from this training session can be found on the Virginia Department of Education website.

RTI Components

This presentation describes the core components of RtI as defined by the Virginia Department of Education Guidance Document. It also provides case studies to serve as exercises in identifying the presence of the core components of RtI. The presentation was given at the Virginia RtI Pilot Training Session held on October 3, 2008. Additional presentations from this training session can be found on the Virginia Department of Education website.

RTI in Orange County Schools 2008-2009

This presentation begins by defining RTI and describing its core components. It then provides an overview of the implementation of RTI for literacy instruction at two pilot sites in Virginia. Specifically, it delineates the universal screening tools used for grades K-8 at these sites. The presentation concludes by describing the 2008-2009 plan for RTI implementation. The presentation was given at the Virginia RtI Pilot Training Session held on October 3, 2008. Additional presentations from this training session can be found on the Virginia Department of Education website.

Using PALS for Screening & Diagnosis (pdf)

This presentation begins by providing an overview of early intervention and universal screening. It then discusses the use of PALS as a universal screening tool and as a diagnostic measure, reviewing the tools’ online score entry and reporting system for each use. The presentation concludes by examining the use of PALS resources for instructional purposes (e.g., for lesson planning, differentiation). The presentation was given at the Virginia RtI Pilot Training Session held on November 19, 2008. Additional presentations from this training session can be found on the Virginia Department of Education website.

Examples of CBM Often Used as Universal Screeners

This presentation provides a brief overview of the use of DIBELS as a universal screener. It outlines how DIBELS measures align with Reading First, when each measure is usually administered, and next steps following the use of DIBELS.  The presentation was given at the Virginia RtI Pilot Training Session held on November 19, 2008. Additional presentations from this training session can be found on the Virginia Department of Education website.

Core Program Review of Reading: The Nuts and Bolts of an Effective Schoolwide Intervention Model

This presentation explains how Core Program Review (CPR) and Response to Intervention can be used to ensure high quality instructional practice, continuous review of student progress, and collaboration amongst school staff. The presentation also includes information on preparing for the implementation of RTI including defining tiers, analyzing student data, and writing literacy action plans. This presentation was developed by CESA #10 Stanley-Boyd School District for the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Evidence Based Practice: Applying an RtI Framework to Promoting Positive Behavioral Development for School-Aged Children

This document is paired with a video presentation that outlines how students with behavioral needs are taught and focuses on how students can build positive, productive relationships. The document provides background information on the rate of emotional and behavioral difficulties, aggressive behavior, discipline, and the effects of punishment. It then examines response to behavioral intervention (RbI) and how behavioral problems can be addressed through context and with different intervention strategies. The document also addresses using screening and progress monitoring to reduce instances of maladaptive behavior. This resource was developed by Dr. Eric P. Hartwig, Administrator of Pupil Services and Psychologist, for the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

RtI Practices at the Secondary Level (pdf)

This presentation addresses the implementation of RTI at the secondary level. It discusses how student achievement at the high school level can be boosted through the use of frequent formative assessments and curriculum-based measures. Guidance is also offered regarding how to initiate the implementation of RTI practices, specifically by examining universal and structural indicators. This resource was developed by Robert J. Dixon, PhD, NCSP, for the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

PBIS & RTI: A Grass-Roots Approach (pdf)

This presentation examines the use of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RTI). It presents the policies governing RTI and PBIS, compares RTI academic and behavioral systems, and discusses the key features of RTI and PBIS. The presentation, developed by the Behavior Support Team for Vancouver Public Schools, was given at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

RTI: A Framework for Math (pdf)

This presentation provides a framework for implementing RTI for mathematics. It first provides a brief overview of RTI, and then offers guidance regarding designing and implementing instructional interventions specific to computation, progress monitoring strategies, and strategies for communicating student progress with families. The presentation was given by Bridget Kelley, of Western Washington University, at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Implementing a Reading Assessment System at the Secondary Level (pdf)

This presentation provides an overview of implementing an RTI assessment system at the secondary level. It describes three‐tiered systems for instruction and intervention and the types of assessments under RTI. It then provides guidance regarding the creation and implementation of a reading assessment system at the secondary level, and the creation of a framework for making student placement decisions based on reading assessment results. The presentation was given at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Meaningful Family Involvement: A Key to Successful RTI Outcomes (pdf)

This presentation addresses involving families in the RTI process. It delineates common myths about RTI and presents facts to dispel each myth. It also provides questions to prompt reflection on ways to involve families in the RTI process. The presentation was given at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Designing an Effective Pacing System in K-3 Reading (pdf)

This presentation emphasizes developing an instructional pacing system as a critical component of an effective reading system. It provides detailed guidance and examples for six elements of effective instructional pacing: leadership, a three tier system, pacing calendars, assessments, and a focus on accuracy and automaticity of skills. The presentation was given at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Promoting Positive Math Outcomes (pdf)

This presentation provides a detailed discussion about promoting positive math outcomes through the application and implementation of an RTI model. It first examines recent research on math programs and student performance. The presentation then provides guidance on collaboration, the key components of an effective instructional coaching model, applying evidence-based criteria to evaluate math curricula, and identifying critical features of effective mathematics interventions. The presentation was given by Marcy Stein and Diane Kinder, of the University of Washington, at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

A Classroom Teacher’s Guide to Assessment (pdf)

This presentation addresses assessment terminology and processes in the RTI model of decision-making. It discusses summative and formative assessments, universal screening, and progress monitoring for literacy, math, and behavior. The presentation was given at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Building Bridges: RTI Tier I Behavior (pdf)

This presentation discusses the implementation of a Tier 1 behavior-focused RTI intervention. It begins by providing an overview of RTI, and then examines RTI in practice and the associated implementation considerations (e.g., provision of academic supports, community involvement). The presentation concludes with a discussion of implementation challenges and next steps. The presentation was developed by the Bremerton School District for Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Identifying Components for Successful Interventions: Teacher Intervention Planning Sheet (pdf)

This presentation focuses on identifying components of successful interventions by using the Teacher Intervention Planning Sheet. It begins with an introduction of RTI and its components, and then provides an overview of the Teacher Intervention Planning Sheet—a tool for use by problem solving teams to ensure that interventions are implemented as planned and contain high quality and intensive components. The presentation also provides examples of how to use the planning sheet with students. The presentation was given by Lauriel Bybee, Emily Johnson, Aime Nadeau, and LeAnne Robinson, of Western Washington University, at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Using Templates to Enhance Instruction (pdf)

This presentation provides examples of reading interventions teachers can use at the elementary level to enhance classroom instruction, increase accuracy and automaticity, and ensure that struggling students receive extra practice. The presentation also offers tips on how to practice effective intervention instruction. The presentation was given by Pamela J. Cavenee, Reading First Coordinator, at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Response to Intervention: Funding Issues

This presentation addresses whether RTI is an allowable part of various federally funded programs. It specifically looks at the possible uses of IDEA and Title I Part A funds in RTI. This presentation was given at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Response to Intervention and Assessment in Early Childhood: Infancy to Age Eight (pdf)

This presentation discusses how Washington’s new assessment guide, “Guide to Assessment in Early Childhood, Infancy to Age Eight," can be used as a resource. It reviews the intent and organization of the guide and then describes recommended practices the guide sets forth for screening, instructional assessment, diagnostic assessment, and program evaluation and accountability. The presentation also outlines the main concepts of RtI and tiered models, and identifies similarities and differences in implementing RtI in early childhood and elementary settings. This presentation was given by Kristine Slentz, of Western Washington University, and Sheila Ammons and Debra Williams-Appleton, both of Washington’s Office of Superintendent of Public Instruction (OSPI), at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website. 

Positive Behavior Support: Beyond the Basics (pdf)

This presentation describes Positive Behavioral Interventions and Supports (PBIS) and a three tiered behavior model.  It outlines interventions and assessments at each tier of the model, and provides a case study to illustrate outcomes stemming from the implementation of PBIS at one school. The presentation was given by Susan Ruby, Ph.D., NCSP, of Eastern Washington University, at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

The Roles of Paraeducators in Response to Intervention (pdf)

This presentation provides an overview of what RTI is and the roles of paraeducators in the process. It outlines the big ideas in RTI, addresses why RTI is used, and describes each tier of a three-tiered model of support. It then discusses the roles paraeducators play in RTI, including collaborator, communicator, instructional supporter, and progress monitor. The presentation was given by Julie Wright, of Washington’s Office of Superintendent of Public Instruction (OSPI), at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Targeted Reading Interventions for Secondary Students: Assessment as a Framework for Response to Intervention (RTI) Action (pdf)

This presentation provides background information on adolescent literacy and the use of RTI to target reading interventions to struggling students. It specifically examines universal screening and progress monitoring for adolescent literacy, offering numerous examples of data analysis. The presentation was given by Kari Terjeson and Gwen Lyon, of the Bremerton School District, at Washington’s RTI Summit at the January Conference 2009. Other resources from this Summit can be accessed on the State of Washington OSPI website.

Illinois State Board of Education Resource Manual 2009-2010 (pdf)

This guidance document produced by the Illinois State Board of Education provides detailed instructions for schools and districts completing school improvement, district improvement, restructuring, and Title I plans after being identified in academic status. The document also provides guidance for districts regarding incorporating RtI objectives and activities into the District Improvement Plan (DIP). The document was developed by the Illinois State Board of Education for the 2009-2010 school year.

Professional Development Modules for Improved Student Performance (pdf)

This presentation introduces Illinois’ RtI Professional Development Modules for Improved Student Performance by discussing the goals of the modules, their content and layout, and how they should be presented. This resource may be useful to stakeholders in charge of training school and district staff on how to implement an RtI framework. The presentation was developed by the Illinois State Board of Education for the No Child Left Behind 2010 Annual Statewide Conference.

Virginia Department of Education Response to Intervention (RTI) Website

This website hosted by the Virginia Department of Education (VDOE) provides guidance on RtI and briefly describes the state RtI pilot. On the landing page, users can find the state guidance document and documents describing universal screening, RtI models, and special education eligibility as well as a list of other websites and centers where you can find more information on RtI . There is also a separate page with materials presented at statewide RtI institutes and trainings. This website may be useful for stakeholders who want to learn more about RtI in the Commonwealth of Virginia.

Response to Intervention: The Mississippi Experience (pdf)

This presentation discusses Mississippi’s experience with RtI. There is a brief history of laws and policies, which is followed by an overview of the collaborative efforts and strategies that the state implemented and found successful. The presentation ends with a few lessons learned to effect and sustain implementation. This resource may be useful for state administrators trying to structure and implement a statewide RtI framework. The presentation was developed by the Mississippi Department of Education in March 2009.

Leading for Learning: RTI (pdf)

This presentation given by Dr. Alexa Posny, formerly of the Kansas State Department of Education, explains the Multi-Tier System of Supports (MTSS), which is Kansas’ statewide RtI framework. Dr. Posny describes the MTSS and its components, then provides data showing how it has increased student achievement in districts. She also discusses the conditions that allow for successful implementation as well as the tiered system of support for behavior and academics. This resource may be useful for state administrators trying to structure and implement a statewide RtI framework.

Integrating Behavior and Academics at Tiers 2-3 of a School-wide Model

This presentation given by Dr. Rob Horner of the University of Oregon and Dr. Steve Goodman of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) provides the logic for integrating both behavior and academics in a school-wide model of supports with an emphasis on tiers 2 and 3. The presenters discuss how screening, progress monitoring, instruction, and evaluation can include both behavioral and academic components and how they relate to each other. This presentation may be useful for administrators at all levels seeking to structure and implement a tiered system of support for both behavior and academics. The presentation was given at the 7th International Conference on Positive Behavior Support in March 2010.

MiBLSi Middle School Implementation

This presentation given by Dr. Steve Goodman of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) in September 2009 provides an overview of MiBLSi implementation at the middle school level. The presenter discusses how team building, screening, progress monitoring, instruction, and evaluation can include both behavioral and academic components for middle school students and how they relate to each other. This presentation may be useful for administrators at all levels seeking to structure and implement a tiered system of support for both behavior and academics at the middle school level.

Got Training? Ramping up Training Capacity within an RtI Project

This presentation given by Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) describes the training infrastructure and supports for developing capacity to implement MiBLSi. This resource would be useful for state administrators hoping to scale up an RtI framework by building school and district capacity.

Evaluation of a State-wide RtI Initiative Targeting Reading and Behavior

This presentation given by Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) at the DIBELS Summit 2010 describes a research study that evaluated the 2003‐2008 outcomes of an ongoing statewide RtI initiative in Michigan. Longitudinal data from approximately 200 elementary schools participating in the initiative were examined using generalized estimating equations. This study draws on research in the areas of implementation of RtI and the integration of academic and behavior supports. The presentation provides one model for analyzing outcomes of a large‐scale, statewide project. This presentation may be useful for administrators at all levels seeking to structure and implement a tiered system of support for both behavior and academics with fidelity.

Path to Sustainability: Integration of MiBLSi/RtI into the School Improvement Process

This presentation discusses how to use the school improvement process as a vehicle of change in order to foster collaboration, mutual interdependence, and sustainability among building, district, and ISD staff around MiBLSi/RtI. An example of a school improvement plan that integrates MiBLSi is provided in the handout. This resource may be useful for school, district, and ISD staff seeking to integrate RtI within their school improvement process. The presentation was given by the Kalamazoo Regional Educational Service Agency at the Statewide School Improvement Conference in December 2009.

Lessons Learned from RtI Implementation at K-3

This presentation given by Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) in October 2009 explores what the field of early childhood education can learn from the implementation of RtI in grades K-3 as panelists address the challenges faced and provide strategies for avoiding pitfalls. This resource may be useful for administrators at all levels seeking to structure and implement a tiered system of support for both behavior and academics at the elementary level.

Detroit Public Schools: March 23, 2010 MiBLSi Workshop

This website lists a number of materials provided during a workshop for school teams to learn about Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) and develop foundations of school-wide Positive Behavior Support (PBS). The website features presentations describing MiBLSi and PBS as well as topics like behavior expectations, action planning, and sustainability. Also included are forms and checklists that stakeholders may use to ensure successful planning and implementation. This website may be useful for districts, schools, and teachers seeking to structure and implement a tiered system of support for both behavior and academics.

Response to Intervention (RtI) in Secondary Schools: Issues, Strategies and Preliminary Data (pdf)

This presentation given by faculty at Norris High School in Firth, Nebraska offers a basic understanding of RtI and the challenges faced by secondary educators to implement this general education initiative effectively. The presenters outlined strategies to support student success and provided preliminary data demonstrating the effectiveness of current program strategies. This presentation may be useful for district and school administrators planning and implementing an RtI framework in high schools.

Arizona Response to Intervention (RTI) Self-Assessment (pdf)

This form produced by the Arizona Department of Education in 2009 is a self-assessment intended to assist schools and districts in determining their initial readiness for implementing RtI to meet the learning needs of all students. The self-assessment addresses five areas of implementation—Leadership, Assessment, Curriculum, Instruction, Data Based Decisions, Integration and Sustainability—by providing an indicator and asking schools and districts to determine a rating and describe evidence of implementation.

Arizona Response to Intervention (RTI) Levels of Student Support (pdf)

This brief produced by the Arizona Department of Education describes the three-tiered model in Arizona’s RtI framework. Each tier is described in detail and includes a chart listing the component (e.g., curriculum, support) and instruction (e.g., Arizona Academic Standards, additional tutoring before/after school) that should occur. This resource would be useful for school and district administrators, teachers, and related service providers planning and implementing a tiered system of instructional support for students.

Determining Specific Learning Disability Eligibility Using Response to Instruction and Intervention (RtI2) (pdf)

This guidance document produced by the California Department of Education in 2009 provides technical assistance for district and school administrators as they begin planning to implement Response to Instruction and Intervention (RtI2), California’s RtI framework. The document begins with a description of the ten core components of RtI2 and an overview of their implementation, then discusses how district and school leaders as well as school staff may be involved in the process. It also explores how RtI2 may be used in Specific Learning Disability (SLD) eligibility. The appendices include a self-assessment tool, a document discussing the changing roles of school leaders and other stakeholders, and a summary of Individuals with Disabilities Education Act (IDEA) policies related to SLD eligibility. This resource would be useful for district and school administrators as well as teachers as they begin to implement RtI2 and use it to identify students with learning disabilities.

Scientific Research-Based Intervention (SRBI) Self-Assessment (word)

This form produced by the Connecticut State Department of Education in 2008 may be useful to school administrators and teachers when conducting self-assessments of their implementation of Scientific Research-Based Intervention (SRBI), Connecticut’s RtI framework. The form lists a number of components of SRBI, then provides space for schools to assess each component’s priority, describe any evidence, and evaluate its implementation.

Scientific Research-Based Intervention (SRBI) Walkthrough Self-Assessment (word)

This form produced by the Connecticut State Department of Education may be useful to school administrators and teachers when conducting walkthrough self-assessments of their implementation of Scientific Research-Based Intervention (SRBI), Connecticut’s RtI framework. The form lists a number of data items relevant to walkthroughs, then provides space for schools to evaluate and explain any evidence for those items.

Response to Intervention (RtI) Fact Sheet (pdf)

This fact sheet produced by New Mexico’s Public Education Department in 2009 provides a general description of RtI. It defines it as a problem-solving framework with three tiers of intervention for students with academic or behavioral difficulties and explains components like universal screening and progress monitoring. It also provides a list of resources for more information. This resource may be useful for school administrators, teachers, and families who want an overview of RtI in New Mexico.

RTI Configuration Map and Planning Rubric

This rubric, developed by the Maine Department of Education, describes six components of RTI at three different stages: awareness, exploration, and implementation. The six components described are: data-driven decision making; collaboration; parent partnerships; problem-solving teams; three-tiered interventions; and research-based best practices. This resource would be useful for school and district administrators, teachers, and related service providers planning for and implementing RTI.

RTI Essential Elements Matrices - 2008

This set of matrices delineates the essential elements of an RTI model at each tier of a three-tiered model. It provides qualitative descriptions of activities for each element at each tier for evaluation and monitoring purposes. The matrices were developed by the Mississippi Department of Education in 2008.

South Carolina Department of Education Response to Intervention (RTI) Website

This resource is the South Carolina Department of Education Response to Intervention (RTI) Website. The site includes a description of RTI and links to the state’s RTI documents. The site also offers support documents including Funding RTI, RTI and ELL policies, a Parent’s Guide to Intervention, and various documents to support classroom teachers in implementing an RTI model.

South Carolina Response to Intervention: A Framework and Technical Assistance Guide for Districts and Schools

This guidance document provides an overview of Response to Intervention (RTI) practices in South Carolina. It is intended to assist school districts in understanding RTI vocabulary and concepts, its origins in educational practice and research, its usefulness and value, and the process for RTI implementation. The document was developed by the South Carolina Department of Education in April 2009.

A Parent’s Guide to Intervention (word)

This guide provides comprehensive information for parents on Response to Intervention (RTI). It defines what RTI is and discusses the benefits of implementing the model. It describes essential components of RTI including universal screening, progress monitoring, tiered instruction and interventions. It also provides a glossary of RTI terms, a list of questions for parents to ask their children’s schools regarding RTI, and a list of resources that provide additional information on RTI. This resource was developed by the South Carolina Department of Education in April 2009.

Funding RTI (word)

This fact sheet describes the funding sources that districts can align to support the implementation of their Response to Intervention (RTI) initiative. The document was developed by the South Carolina Department of Education in April 2009.

Glossary of Commonly Used Terms (word)

This glossary provides definitions of commonly used terms associated with RTI. The glossary was developed by the South Carolina Department of Education in April 2009.

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.

Linking Response to Intervention with Schoolwide Positive Behavior Support

This presentation connects positive behavior supports (PBIS) with response to intervention (RTI). It introduces the user to RTI and PBIS, discusses the current status of PBIS in Michigan, and provides detailed guidelines on moving forward with linking PBIS to RTI. The presentation was given at the 2010 MiBLSi State Implementer’s Conference. Other resources from this conference can be found on the MiBLSi 2010 Conference website.

Self Assessment: The Practices/Functions of Response to Intervention/Instruction

This two-page document can be used as a tool to assess RTI implementation in a school/district. It guides the user in conducting a detailed analysis of RTI implementation in a school/district by focusing on key components of implementation, including: foundational practices, universal screening, progress monitoring, fidelity monitoring, district policy, and recruitment and hiring. The document was provided at the 2010 MiBLSi State Implementer’s Conference. Other resources from this conference can be found on the MiBLSi 2010 Conference website.

A Successful MiBLSi School in Action: Putting it All Together

This presentation presents a case study of a successful MiBLSi school. It describes the school’s plan for reading and behavior instruction and support, and provides data on the success of the MiBLSi program. The presentation was given at the 2010 MiBLSi State Implementer’s Conference. Other resources from this conference can be found on the MiBLSi 2010 Conference website.

Systematic Use of Effective Interventions: Tuning & Refining Your RtI Program

This presentation provides detailed tips and resources for improving RTI implementation. It discusses the levels of implementation and provides guidance on differentiated instruction and on choosing interventions and assessments. It also offers recommendations for establishing effective core instruction. The presentation was given at the 2010 MiBLSi State Implementer’s Conference. Other resources from this conference can be found on the MiBLSi 2010 Conference website.

Coaches/Principals: Putting PBS in the Classroom

This presentation addresses the roles of principals and coaches in the implementation of Positive Behavior Support (PBS). It focuses on establishing classroom management as part of a school-wide PBS plan. It describes the critical features of effective classroom management, an administrator’s role in supporting effective classroom management, and coaching strategy. This presentation was given at the 2010 MiBLSi State Implementer’s Conference. Other resources from this conference can be found on the MiBLSi 2010 Conference website.

A Change Initiative Project: Literacy Support for Adolescents

This presentation provides a detailed plan for implementing MiBLSi in middle schools. It begins with an outline of things to do in the first two years of implementation, followed by a discussion on identification of struggling readers, data analysis, interventions, and after-school programs. This presentation was given at the 2010 MiBLSi State Implementer’s Conference. Other resources from this conference can be found on the MiBLSi 2010 Conference website.

So How are We Doing? A MiBLSi Evaluation Study

This presentation describes a research study that evaluated the implementation and outcomes of elementary schools participating in the MiBLSi program from 2003-2009. It discusses the importance of collecting and using data for implementation fidelity, examines MiBLSi outcomes in reading and behavior, explores next steps for acting on the data, and considers the application of this information in individual schools. This presentation was given at the 2010 MiBLSi State Implementer’s Conference. Other resources from this conference can be found on the MiBLSi 2010 Conference website.

MiBLSi Training Sequence

This website provides a list of topics and resources for the regional training provided to Building Leadership Teams in Michigan. The training is composed of three phases: universal foundations, targeted/intensive interventions, and continuous improvements. Each phase includes one or more of the following training topics: behavior, reading, and data review. Materials for elementary and secondary schools are provided from each session, including an agenda, tools, checklists, and presentations. The website is maintained by Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi).

Required Documentation Checklist (pdf)

This form, developed by the South Dakota Department of Education,  is the required documention that schools who are implementing RTI  in the 2009-2010 school year, must complete. 

Quick Reference Card (pdf)

This quick reference sheet, developed by the South Dakota Department of Education, provides a basic overview of RTI including a description os what early intervening services are, what tiers 1, 2, and 3 are and how funds can be used.  It also provides several helpful links to other websites.   

REFLECTING, RENEWING, REVIEWING, and RETHINKING RtI: A Planning Guide (pdf)

This self assessment tool, developed by the South Dakota Department of Education, can be used by schools to determine their readiness and/or effectiveness of implementing RTI.  It coveres consensus and committment, leadership, universal screening, instruction, and professional development and coaching. 

Response to Intervention Planning: Utilizing S.M.A.R.T. Goals (pdf)

Proper goal setting serves as the bridge from program and data analysis to meaningful improvement planning. Without the bridge, program and data analysis are left in isolation and rarely lead to meaningful change; and goals become isolated ideas that are not rounded in data, but in opinions. Proper planning and data analysis culminate in goals and a plan for improvement. Setting meaningful goals begins a new phase in a leadership team’s work toward positive change.

This guide, developed by the South Dakota Department of Education, can be used to craft quality goal statements for students. It can easily be adapted to create goals for improving the overall program as well.

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.

SchoolWide Application Model (SAM): Creating a Safe and Orderly Learning Environment

SAM is a response to intervention (RtI) model, which means school leaders and teachers use individual student achievement and behavior data to identify the supports students need to progress and meet grade level expectations. This DC website explains SAM and gives links to schools which implement SAM.

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A Parent's Guide to RTI (pdf)

This 2011 brochure, developed by the West Virginia Department of Education is geared to parents and explains the essential components of RTI. The brochure highlights what RTI is, describes the key components and what RTI looks like in schools.  It also identifies the relationship between RTI and special education and outlines how parents can be involved in the RTI process.

Clarification on RTI Reading and Math Intervention Processes (pdf)

This 2010 memorandum from the West Virginia State Department of Education clarifies the process for K-5 Math and responds to questions that have been identified regarding the continual implementation of the RTI process in Reading.

Tiered Instruction In Reading: Elementary Schools

This West Virginia Website houses links for successful implementation of tiered instruction in reading in elementary schools. The links include scheduling considerations, a self-assessment for school readiness for RTI,  and parent brochures.

Tiered Instruction In Reading: Middle and High Schools

This West Virginia Website houses links for successful implementation of tiered instruction in reading in middle and high schools. The links include a self-assessment for school readiness for RTI, parent brochures, and a PowerPoint presentation from the 2009 Middle Level Leaders Emerge Conference.

Tiered Instruction in Mathematics

This West Virginia Website houses links for successful implementation of tiered instruction of mathematics. The links include  assessment and data analysis, a PowerPoint presentation from the 2009 Special Education Leadership Conference, organizational structures for RTI, and parent brochures.

Guidelines for Identifying Student's with Specfic Learning Disabilities

This West Virginia site contains training material on identifying student's with specific learning disabilities.  It includes a guidance document and PowerPoint, as well as handouts and activities to go along with the training.

Tiered Interventions Forms

West Virginia provides forms for documenting tiered interventions.  The forms include: directions, an instructional plan form, a tier 2 intervention form, and an SLD team report.

Response to Intervention Implementation

This website, hosted by the West Virginia Department of Education houses several resources on RTI.  It includes information on reading and math, instruction and assessment, special education identification and parental involvement.

Elementary RTI Scheduling Considerations Checklist (word)

The purpose of this document, developed by the West Virginia Department of Education, is to provide topics for consideration as elementary school principals and RTI teams build a school schedule that addresses the needs of struggling students.  It takes into consideration that planning and organizing for a successful RTI framework includes a strategic and purposeful approach to school scheduling.

Tiered Instruction In Reading: Elementary Schools: Self Assessment (word)

This self assessment tool, developed by the West Virginia Department of Education, is used to determine a schools readiness to implement RTI.   It can be used at the elementary or secondary level.  It includes questions on the topics of student assistance teams, core reading instruction, screening and progress monitoring, leadership, and professional development.

Tiered Instruction in Mathematics: Presentations

This presentation, developed by the West Virginia Department of Education, addresses RTI for elementary math.  It discusses how RTI is different for math vs reading and addresses what each tier should look like for RTI in math.

Tiered Instruction In Reading: Elementary Schools:Presentations

These presentations, developed by the West Virginia Department of Education, address issues in reading when implementing RTI.  The presentations include, "K-3 Reading Model Book Study Guidelines," "K-3 Reading Model SETLA 2007," and "Guidelines for Implementation of 21st Century CSOs Reading First and RTI."

Tiered Instruction In Reading: Middle and High Schools : Presentations

This West Virginia website houses presentations and resources related to teaching reading in an RTI framework at the secondary level.

RTI Model Forms

This site developed by Mississippi's Board of Education contains forms commonly used in an RTI framework.  The forms include Student Data Sheet,  Tier 1 Documentation Form ,Tier 1 Classroom Observation, Teacher Tier 1 Action Plan,  Teacher Support Team Meeting Summary Form, and Teacher Support Team Recommendation Form among many others.

FAQs (pdf)

This 2010 document developed by the Mississippi Department of Education answers many frequently asked questions about RTI, the three-tiered model of instruction and teacher support teams.

Mississippi RTI Three Tier Instructional Model

This website, developed by the Mississippi Department of Education, offers many resources related to the three tier model of RTI.  It includes the Best Practices Handbook, Essential Element Matrices, Model Forms, Presentations, State Policy, Resources and an FAQ.

RTI Best Practices Handbook (pdf)

This June 2010 document, produced by the Mississippi Department of Education, clearly describes the Mississippi plan for RTI.  The goals, purpose, and methods of RTI are explained; what it looks like in each of the three tiers is identified; and model forms are provided.  In addition, there are sections related to behavior, instructional leadership, and parental participation.

RTI for Summary Report for LD Criteria Checklist (pdf)

This 2009 form developed by Montana's Department of Education is a form of documentation for SLD identification.  It requires information on screening and progress monitoring data, team meeting summaries, scientific research-based interventions that have been utilized, fidelity documentation, and parental input.

Assessments in the RTI Framework (pdf)

From the Office of Public Instruction in Montana, this document briefly describes assessments that can be used in the RTI framework.

What is RTI and how does it help students who are gifted or talented? (pdf)

This 2009 document produced by Montana's Office of Public Instruction relates giftedness and RTI. It answers the question: 'What is RtI and how does it help students who are Gifted or Talented?' It includes an overview of RTI and strategies that can be used in each tier for gifted students.

Logistics of RTI for Elementary (pdf)

In this 2007 training presentation by M. Beebe-Frankenberger, the logistics of RTI for elementary schools are explained. The objectives of this presentation are as follows: motivate, build knowledge of School-Wide RTI practices and systems, develop an understanding of the essential components for RTI implementation, and discuss the implications of RTI in special education.

Logistics of RTI for Secondary (pdf)

In this 2007 training presentation by M. Beebe-Frankenberger, the logistics of RTI for secondary schools are explained. The objectives of this presentation are as follows: motivate, build knowledge of School-Wide RTI practices and systems,  and develop an understanding of the essential components for RTI implementation, and discuss the implications for RTI in special education.

RTI : Overview: Core Team Training (pdf)

In this presentation by Montana's Office of Public Instruction, Superintendent Denise Juneau, offers core team training.  Objectives include learning how to establish a strong RTI leadership team, build working knowledge of School-Wide (SW) RTI practices and systems, and plan  next steps for SW-RTI implementation for the upcoming year including data collection processes, staff training, and implementing school-wide components.

Defining and Implementing RTI in Early Childhood (pdf)

This 2010 presentation given by Scott McConnell at the Utah Conference on Effective Practices provides a extensive overview of RTI for literacy and language development for early childhood.  It provides specific recommendations of activities to be completed in each tier.

Eligibility 101 for Special Education Services (pdf)

This document,  produced by Janet Gibbs, Specific Learning Disabilities Specialist and Utah State Office of Education, is a short primer for parents to help guide them in understanding the changes in SLD eligibility as changed in the 2004 IDEA re-authorization act.

Utah's 3 Tier Model of Mathematics Instruction

This document, provided by the Utah State Office of Education provides
effective instructional practices, recommendations for school collaborative teams, guides for English language learners,  a school readiness guide for both elementary schools and secondary schools,
and online resources.

Utah's 3 Tier Model of Reading Instruction

This 2006 document, provided by the Utah State Office of Education, provides assessments, effective instructional practices, a how-to guide for implementation of the 3 tiers at each grade level, a guide for school collaborative teams, and assessments currently being used by districts.

Wisconsin Response to Intervention A Guiding Document (pdf)

The Wisconsin Department of Public Instruction developed this guidance document in 2010 to assist Wisconsin education leaders with planning for Response to Intervention (RtI). This brief is intended to provide guidance for implementation of RtI and should not be read as administrative rule. This brief provides Wisconsin’s vision for RtI, shares a definition and an accompanying visual model for RtI, reviews essential elements of RtI, highlights existing state resources for getting started, responds to frequently asked questions, and includes a glossary of terms. The accompanying webinar discusses the guidance document and RTI in Wisconsin

Wisconsin Response to Intervention A Guiding Document

The Wisconsin Department of Public Instruction developed this guidance document in 2010 to assist Wisconsin education leaders with planning for Response to Intervention (RtI). This brief is intended to provide guidance for implementation of RtI and should not be read as administrative rule. This brief provides Wisconsin’s vision for RtI, shares a definition and an accompanying visual model for RtI, reviews essential elements of RtI, highlights existing state resources for getting started, responds to frequently asked questions, and includes a glossary of terms. The accompanying webinar discusses the guidance document and RTI in Wisconsin

Wisconsin Response to Intervention A Guiding Document

The Wisconsin Department of Public Instruction developed this guidance document in 2010 to assist Wisconsin education leaders with planning for Response to Intervention (RtI). This brief is intended to provide guidance for implementation of RtI and should not be read as administrative rule. This brief provides Wisconsin’s vision for RtI, shares a definition and an accompanying visual model for RtI, reviews essential elements of RtI, highlights existing state resources for getting started, responds to frequently asked questions, and includes a glossary of terms. The accompanying webinar discusses the guidance document and RTI in Wisconsin

"Classroom Assessments that Count" (pdf)

This presentation explains the importance of classroom assessments in informing reading instruction. An accompanying handout provides a checklist for administrators to think about in reviewing how classroom assessments are used in their schools. This presentation was given by Pam Welter, from Hamilton School District for the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

"Classroom Assessments that Count" (pdf)

This presentation explains the importance of classroom assessments in informing reading instruction. An accompanying handout provides a checklist for administrators to think about in reviewing how classroom assessments are used in their schools. This presentation was given by Pam Welter, from Hamilton School District for the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Response to Intervention + The Autonomous Learner Model = The 21st Century Lifelong Learner"

This key note presentation and accompanying video  discusses the intersection of RTI and the The Autonomous Learner Model.  This presentation was given as the key note address by George Betts at the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Response to Intervention + The Autonomous Learner Model = The 21st Century Lifelong Learner"

This key note presentation and accompanying video  discusses the intersection of RTI and the The Autonomous Learner Model.  This presentation was given as the key note address by George Betts at the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Reach As They Slip

This key note presentation by Ted Neitzke, Principal West Bend School District describes RTI implementation and the experience of RTI in one school. This keynote was provide at the Wisconsin 2009 RtI Summit.

Reach As They Slip

This key note presentation by Ted Neitzke, Principal West Bend School District describes RTI implementation and the experience of RTI in one school. This keynote was provide at the Wisconsin 2009 RtI Summit.

Reach As They Slip (pdf)

This key note presentation by Ted Neitzke, Principal West Bend School District describes RTI implementation and the experience of RTI in one school. This keynote was provide at the Wisconsin 2009 RtI Summit.

Empowing Interventions

This presentation and video provides the example of one district's experience with RTI including the interventions at each tier. This presentation was given by West Bend School District for the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Empowing Interventions

This presentation and video provides the example of one district's experience with RTI including the interventions at each tier. This presentation was given by West Bend School District for the Wisconsin 2009 RtI Summit. To access other resources from this Summit, visit the Wisconsin Department of Public Instruction website.

Wisconsin Balanced Assessment Webinar Series and Chart

The RTI Using Data series sponsored by Wisconsin's Department of Public Instruction includes four presentations focused on balanced assessments. The first presentation is intended to be a foundational overview on balancing assessments with data needs. The second presentation will explore how to use data to inform instruction. The next final two presentations will go more in depth on the topics of using data in specific contexts. The accompanying chart includes additional information on the balanced assessment system including formative, benchmark and summative assessments.

Wisconsin Balanced Assessment Webinar Series and Chart (pdf)

The RTI Using Data series sponsored by Wisconsin's Department of Public Instruction includes four presentations focused on balanced assessments. The first presentation is intended to be a foundational overview on balancing assessments with data needs. The second presentation will explore how to use data to inform instruction. The next final two presentations will go more in depth on the topics of using data in specific contexts. The accompanying chart includes additional information on the balanced assessment system including formative, benchmark and summative assessments.

Specific Learning Disabilities (SLD) Eligibility Criteria and Its Relationship to RtI

This site includes documents from Wisconsin's Department of Public Instruction are designed to help schools prepare for implementing the new SLD rule, and to answer questions about it's relationship with RtI.

Programs for Students with Specific Learning Disabilities

This resource developed by the Wisconsin Department of Public Instruction  includes information on the new SLD eligibility requirements including RTI.

FREQUENTLY ASKED QUESTIONS about Response to Intervention (RtI) (pdf)

This frequently asked questions document was last revised in May 2011 by the Wisconsin Department of Public Instruction. The document includes the answers to questions on a range of topics related to RTI.

Wisconsin RtI Definitions

This page includes definitions of collaboration, continuous review of student progress and high quality instruction three key terms included within Wisconsin's definition of RTI.

RtI at the Secondary Level

This page includes a collection of resources around Secondary RTI.

Specific Learning Disabilities (SLD)

This webpage by the Colorado Department of Education includes the definition of SLD and the criteria for SLD identification. In addition the site has numerous resources, briefs, and presentations focused on SLD eligibility.

Response to Intervention: Meeting The Needs of All Students

This video discusses RTI in the state of Colorado with the focus of the six components of RTI as defined by Colorado. The video focuses on RTI as systems change and emphasizes the importance of consistency across the state. The video discusses the importance of leadership, school climate and culture, problem solving process, progress monitoring, curriculum and instruction based on data, family and community involvement.

Response to Intervention - Training Video Secondary Implementation

This video developed by the Colorado Department of Education implementing RTI at the Secondary level in Colorado.

Family and Community Engagement Toolkit

This site developed by the Colorado Department of Education houses a number of resources that can be adapted by schools and districts in their effort to partner with families and the community throughout the RTI process.

Leadership Tools & Resources

The Colorado Department of Education provides resources and tools around the leadership within the lens of RTI. Presentations, links and other resources are available.

Problem Solving Tools & Resources

The Colorado Department of Education provides resources and tools around the problem solving process. Presentations, links and other resources are available.

Curriculum and Instruction Tools & Resources

The Colorado Department of Education provides resources and tools around curriculum and instruction. Presentations, links and other resources are available.

Assessment Monitoring Tools & Resources

The Colorado Department of Education provides resources and tools around progress monitoring and assessments. Presentations, links and other resources are available.

Positive School Climate Tools & Resources

The Colorado Department of Education provides resources and tools around positive school climate and RTI. Presentations, links and other resources are available.

Family & Community Engagement Tools & Resources

The Colorado Department of Education provides resources and tools around family and community involvement and RTI. Presentations, links and other resources are available.

ELL Session Materials

These presentations and accompanying resources were originally presented May 2009 on behalf of the Delaware State Department of Education. These resources aim to help participants to increase their understanding of how a student’s first language might impact their academic language and literacy development,  to help describe the important features of appropriate instruction for English Language Learners, increase awareness of issues related to reading assessment of English Language Learners, and increase their knowledge of appropriate Tier II & Tier III reading interventions for English Language Learners.

Scheduling with RTI at the Secondary Level

This presentation was originally given by the Delaware State Department of Education in January 2009. The presentation aims to provide participants with information and considerations to scheduling within the Response to Intervention framework and regulation, examine strengths and weaknesses of various scheduling approaches through case studies, provide examples and variations of local middle and high school schedules, and facilitate team problem-solving and planning for scheduling implementation

Problem Solving Process (pdf)

This short brief answers two question around the problem solving process within the RTI framework.

RTI Regulations

This resource from the Delaware Assembly provides the Title 14 Education 900 Special Populations regulations including information on how they relate to RTI and to SLD identification.

RTI Problem Solving Team Materials

These materials were originally developed in February 2009 by the Delaware State Department of Education. The materials aim to increase awareness and understanding of researched components of effective problem solving, increase awareness and understanding of the application of problem-solving across the tiers, differentiate problem identification and problem analysis, and  demonstrate the application of problem (data) analysis.

RTI in Behavior and Emotional Regulation Across General, Remedial, and Special Education

This presentation by Dr. Reschley was originally given May 2007 on behalf of the Delaware Department of Education discusses RTI, specifically how it relates to behavior.

Dr. Reschly RTI Academic Presentation 5-7-07

This presentation by Dr. Reschley was originally given May 2007 on behalf of the Delaware Department of Education discusses RTI, and provides examples of the different components of an RTI framework.

Math Assessments and Interventions

This site, developed by the Delaware State Department of Education formative, lists formative assessments and interventions related to math.

District SRBI Plans (pdf)

This document provides and example of a strategic SRBI plan for East Haven Public Schools for 2010-2015.

Suggested Action Items from the High School Think Tank (word)

This document provides a summary of recommendations and action items for the Connecticut State Department of Education to address related to SRBI at the secondary level which were developed at the High School Think Tank
held May 20 and 21, 2010 at CAS.

Certification Guidance for Selection of Individuals to Serve as a Scientific-Research Based Interven (pdf)

As school districts begin to reorganize instruction and programmatic delivery of instruction based on the SRBI Framework, the CSDE provides the following guidelines for assignment of certified staff SRBI roles.

Data-Driven Decision Making: A Desktop Reference Guide (pdf)

This guide provides 6 steps in the data decision making process and sample questions and resources for each step.

Data Teams and SRBI: A Desktop Reference Guide (pdf)

This guide provides helpful hints for data teams to follow before and during data team meetings.

Sample Data Analysis Template (word)

This tool developed in 2008 by the Leadership and Learning center provides a template for data teams to analyze data and problem solve.

Universal Screening Results Form (word)

This form provides an example of how schools could look at universal screening data across writing, literacy, math and behavior.

SRBI Observation Interview Protocol (word)

This document developed in 2008 by the Connecticut State Department of Education provides an interview protocol and observation tool to assess RTI implementation.

Assessment Inventory (word)

This document is a tool that allows schools and districts to look at the types and frequency of assessments being used by grade level to determine what type of data and information the assessments provide, who reviews and uses the data, and how they are used to inform the curriculum and instruction.

SRBI Resource Mapping-Prompt Sheet (word)

This tool provides a resource for looking at the RTI framework and what is being done within each tier. The tool is designed to identify gaps and provides questions and prompts to enhance discussion.

Universal Assessment in SRBI Essential Understandings (word)

This short brief provides information on universal assessment as it relates to SRBI.

The Use of Data Teams in Connecticut’s SRBI Process (pdf)

This topical brief focused on data teams is one of a series of designed to clarify and assist the work that Connecticut educators are presently engaged in while implementing Scientific Research-Based Interventions (SRBI).

Communication and School-Family Partnerships in Connecticut’s SRBI Process (pdf)

This topical brief is the second in a series designed to clarify and assist the work that Connecticut educators are engaged in while implementing Scientific Research-Based Interventions (SRBI). This brief is focused on communicating with families and parents around SRBI and working to partner with families to enhance success.

Connecticut's Framework for SRBI - Commissioner Mark McQuillan (video)

This short video features the Commissioner of Education as he discusses Connecticut's Framework for SRBI

SRBI Training

This presentation slides provide an overview of SRBI to be used in a RTI training.

SRBI Certification Follow Up Materials (pdf)

This document includes the requirements for certification specific to school counseling and includes information on SRBI.

How RTI Works in Secondary Schools (pdf)

In December 2009, Evelyn Johnson, Lori Smith, and Monica Harris presented on RTI at the secondary level at a State RTI Training. The presentation included a brief overview of RTI, an activity focused on the challenges of implementing RTI at the secondary level, a focus on tier 1 and 2 and the necessary conditions for beginning to implement RTI.

Progress Monitoring at Secondary Levels 1 (pdf)

This presentation, by Evelyn Johnson, provides a description of progress monitoring and provides examples of progress monitoring tools that could be used at the secondary level. The presentation was originally given as a School Improvement Webinar in March 2009.

R T I & G/T (pdf)

This presentation, by Nancy Thomas Price, The RTI Coordinator for the Idaho State Department of Education, focuses on RTI for gifted and talented students and provides considerations for the essential components of RTI and the implementation process for RTI. The presentation was originally given January 2009 at the Southwest Regional Gifted Meeting.

Response to Intervention Implementation at the Secondary LevelResponse (pdf)

Lori Smith, the Principal of Cheyene Mountain Junior High School provided an example of how RTI had worked in their school including both the process and outcomes in a presentation at the Idaho Association of Secondary School Principal's conference January 2009.

RTI and SLD Eligibility (pdf)

In this presentation, Evelyn Johnson, discusses how RTI can be used for SLD eligibility identification as well as the importance of Standardized measures of achievement. This presentation was originally given May 2009 at the Idaho Association of Special Education Administrators Conference.

RTI in Secondary Settings (pdf)

This presentation, by Nancy Thomas Price, The RTI Coordinator for the Idaho State Department of Education, describes the essential components of RTI in Idaho and provides examples of how one school implemented screening at the secondary level.

RTI Data Collection Forms

This series of seven forms and accompany instruction were used by Washington's pilot sites to collect continuing data on implementation of RTI practices.  The purpose is to establish a means for evaluating the effectiveness of professional development and technical assistance to determine whether capacity is being built for school-wide implementation of RTI practices. Forms were used during the 2008-2009 school year.

Facilitated Training Materials

This series of materials were piloted during the 2009 OSPI January Conference. The materials, based on the NASDSE school level blueprint,  were developed to provide building-level implementation teams with a tool for action planning related to RTI implementation. Participating teams worked with trained facilitators to complete a needs assessment and then to develop an action plan. Materials are provided for team members, team leaders, and facilitators.

RTI General Education Policy

These documents provide models of District RTI General Education Policy and Procedures. They were developed by Washington State School Directors' Association (WSSDA)and the Washington State Office of Superintendent for Public Instruction (OSPI) in December 2007.

Identification of Students with Specific Learning Disabilities - State of Washington Severe Discrepa (pdf)

This guide addresses the requirements for determining whether a student has an SLD when a district uses either severe discrepancy or RTI procedures in making that determination. It has been updated to reflect changes to evaluation procedures and provides information on the required components of SLD eligibility procedures. The original document was developed in 2007 with an update released in March 2011.

Questions and Answers about Reading Fluency – A New Area of Qualification for Specific Learning Disa (pdf)

Following the update SLD identification guidelines, released in 2007, Washington's  Office of Superintendent of Public Instruction (OSPI) and the Washington State Association of School Psychologists (WSASP) answered a series of questions that were raised around the inclusion of reading fluency as it applies to the severe
discrepancy tables, among other inquiries.

Questions and Answers about Reading Fluency – A New Area of Qualification for Specific Learning Disa (pdf)

Following the update SLD identification guidelines, released in 2007, Washington's  Office of Superintendent of Public Instruction (OSPI) and the Washington State Association of School Psychologists (WSASP) answered a series of questions that were raised around the inclusion of reading fluency as it applies to the severe
discrepancy tables, among other inquiries.

RTI Annual Report and Implementation Plan (word)

This annual report is a review of the status of RTI in Maine as of September 2011, by the Maine Department of Education. The report includes the timeline for RTI implementation for the state, background of RTI implementation at the State level, survey results  from districts on their implementation of RTI based on the Maine RTI Checklist, and recommendations by the Maine RTI leadership team for next steps.

Maine RTI Checklist (word)

This planning tool developed by the Maine Department of Education focuses on the steps of RTI implementation. The tool walks through the Maine RTI Checklist and provides space for developing an action plan.

FAQ from Regional Meetings (word)

Last updated June 2010, this Frequently Asked Question document includes the answers by the Maine Department of Education to questions that have been raised at Regional Meetings.

RTI Pilot Site Application and Cover Letter

These resources include the pilot site application and accompanying cover letter for the 2011-2013 pilot sites. The application and cover letter provide background information on the selection criteria for pilot sites, expectations for the sites, the timeline for the work with the sites, and the desired outcomes. The application and cover letter were developed in Spring 2011.

Oklahoma Response to Intervention (RtI) Resource Page

This website lists information on RTI in Oklahoma in attempt to compile information to assist schools in understanding the process of RtI and to identify available resources necessary for the implementation of an RtI model.

Oklahoma Response to Intervention (RtI) Guidance Document (pdf)

The Oklahoma Guidance Document was developed by a team at the Oklahoma State Department of Education in July 2010. The purpose of this document is to provide an overview for Response to Intervention (RtI) practices in Oklahoma and explain the core components of RtI. This RtI guidance document is designed to assist school districts in understanding RtI, its origins in educational practice and research, its usefulness and value, and how it can be implemented. It is not intended to be a substitute for training but rather is intended to increase a school’s understanding of the various aspects of RtI.

Oklahoma Pilot Site Project

The pilot site project was initiated by the Oklahoma State Department of Education to create field based model sites for RtI implementation.  These sites are currently being developed to serve as future model demonstration sites for districts interested implementing an RtI process. Links to each pilot site's website can be found here.

Classroom Based Interventions Form (pdf)

This form was designed to assist in the recording of tiered intervention plans, progress monitoring and decision making for individual cases.

RTI End-of-the-Year Information Sheet (pdf)

This form, developed by the Oklahoma State Department of Education,  is designed to assist in the transition of student intervention data across districts, schools, or academic years.

RTI Exit Documentation Form (pdf)

This form is designed to document the occurrence, reason and data used to make decisions regarding the removal of students from the intervention process when intervention attempts have been successful.

Frequently Asked Questions about Special Education Eligibility and Entitlement within a Response to (pdf)

This “Frequently Asked Questions” (FAQ) document is designed as a supplement and companion tool for the Illinois State Board of Education’s “Illinois Special Education Eligibility and Entitlement Procedures and Criteria within a Response to Intervention (RtI) Framework: A Guidance Document.” While the Guidance Document is intended to provide districts with a framework for collecting and using RtI data to support special education eligibility decision making, the FAQ provides additional detail and examples connected to information in the Guidance Document.

Response to Instruction (RtI) Guidance Document, 2010 (pdf)

This 2010 Indiana document  is designed to facilitate and assist Indiana educators in implementing RtI.

Response to Instruction (RTI) Pilot School Training

These videos are from the July 2010 RTI pilot school training sessions in Indiana.  Video topics include Universal Screening, Progress Monitoring, RTI for ELL, and the Problem-Solving Model.

Universal Screening and Progress Monitoring (pdf)

This presentation was created by Indiana Department of Education and presented at the Response to Instruction Pilot Training in  July of 2010. Topics include: Understanding how screening and progress monitoring are similar and how they are different; Learning what important questions you can answer with screening and progress monitoring data;  Discovering resources to assist in selecting screening and progress monitoring assessment tools; and how to examine a child’s RTI using progress monitoring data.

EVALUABILITY ASSESSMENT FOR THE EVALUATION OF THE KANSAS MULTI-TIER SYSTEM OF SUPPORTS (pdf)

The WestEd evaluation team will design, pilot, fine, and implement an evaluation system that measures the statewide progress of MTSS toward its main goal: creating a statewide system of support to local schools and districts in order to increase school capacity to use resources in ways that enable every child to be successful. The project is intended to provide formative and summative evaluation
information to KSDE for improving and sustaining MTSS at the school, district, and state levels. This 2010 document outlines this plan.

MTSS Brief: SIT and MTSS (pdf)

This 2011 document outlines Kansas's policies and procedures in effect to ensure that all children with exceptionalities (those who have disabilities and those who are gifted) and who are in need of special education and related services are  identified, located, and evaluated (Kansas State Department of Education, 2008).

MTSS Brief: Differentiated Instruction within MTSS (pdf)

This 2011 Kansas DOE document explains the importance and how-to of differentiated instruction.

MTSS Brief: School-wide Behavior within the Kansas MTSS (pdf)

This 2010 document from Kansas DOE explains some characteristics of effective school‐wide behavior support systems.

MTSS Brief: Special Education within a MTSS (pdf)

This 2010 document from the Department of Education in Kansas explains how MTSS is a thoughtful and intentional redesign of educational practices and supports provided by general education and entitlement programs, such as Title I
and special education to ensure that the needs of all students are being met in the most effective and efficient way possible.

MTSS Brief: The Integration of MTSS and RtI (pdf)

This 2010 Kansas document explains the differences between RTI and MTSS.

Frequently Asked Questions-Kentucky System of Interventions

This section, updated in 2010, answers several frequently asked questions about Kentucky's System of Interventions.

Child Find/Kentucky System  of Intervention (KSI)  Preschool Toolkit (pdf)

This 2009 Kentucky developed by Kentucky's  Department of Education, Division of Early Childhood Development Preschool Branch explains The Kentucky System of Intervention-Preschool,  a framework for providing systematic, comprehensive services to address instructional and behavioral needs for all preschool children. The purpose of this toolkit is to provide information for the  implementation of effective Child Find practices for preschool-age children served by Kentucky public schools.

Check In/Check Out

This Michigan website explains the basic features of Check In / Check Out, which is sometimes referred to as the Behavior Education Program (BEP).

Material from Dr. Anita Archer's Workshops

This section of the Michigan website provides access to download Dr. Archer's workshop handouts.For the past several years, MiBLSi has been fortunate to sponsor workshops for participating schools on reading topics provided by Dr. Anita Archer. The workshops have included: Early Reading Skills, Vocabulary Instruction, and Comprehension Skills. Dr. Archer has generously provided her materials and instructional videos to share.

Effective Leadership Teams

This Michigan website explains the roles and responsibilities of an effective leadership team as well as tips for running an effective leadership meeting.

Intermediate School District Leadership Team

This website explains the purpose and jobs of Michigan's  Intermediate School District (ISD) Leadership Teams.

Analyzing Schoolwide Reading Supports

This section of the Michigan Web site provides materials and tools for school teams to analyze student outcome data in the area of reading.

Classroom Management

This Michigan website provides the "Big Ideas" and main components of Classroom Management.

Progress Monitoring Student Response to Intervention – Interpreting Graphs

This document from the Missouri Department of Education uses charts and graphs to explain what qualifies a student for each Tier of RTI and how to proceed based on student's response in each tier.

New Resource Released on "Lessons Learned" in High School Tiered Intervention

A new (2010) report from the High School Tiered Interventions Initiative (HSTII), a collaboration among the National High School Center, the Center on Instruction, and the National Center on Response to Intervention, summarizes what HSTII has learned thus far about effective implementation of RtI in high schools.  Tiered Interventions in High Schools: Using Preliminary 'Lessons Learned' to Guide Ongoing Discussion, provides a brief description of the RtI framework and the essential components of RtI, illustrates how the essential components of RtI are implemented at eight schools, and highlights contextual factors unique to high schools as well as how these factors can affect school-level implementation of tiered interventions

RTI District Application

The Department of Education in Ohio created an application for RTI because, "we have learned that applying the framework to the unique needs of each district is a necessary component of successful implementation.  These 37 districts have also experienced the full breadth of the RTI model that allows for educational decision making across the full range of student needs in both general and special education." This application is for 2011 - 2012 and due on May 20, 2011.

Oregon RTI

This updated website focuses on The Oregon Response to Intervention Project, an initiative sponsored by ODE since 2005, provides intensive training and support to 42 Oregon school districts.  Training is focused on multi-tiered instruction, systems requirements, teaming, data analysis, and using the RTI approach to identify learning disabilities.  Materials used in this training, as well as other materials that educators may find useful, are available through this website.

Ohio Federation of Teachers, AFT, AFL-CIO : Response to Intervention (RTI) – What is it and how can

This Ohio Document explains RTI in terms of Pyramid of Interventions, or OISM (Ohio Integrated Systems Model).

Response to Intervention (RtI): A Framework for Improving the Performance of ALL Students

This presentation was given by Janet Graden (University of Cincinnati) Barbara Murphy( OEC) at the Ohio Special Education Leadership Conference on January 17, 2008. This detailed presentation covers the components and practices of RTI and how the tiered framework works for both behavioral and academic interventions. It is explicit in defining what RTI is and is not.

Response to Intervention

This 2008 document developed by the Ohio department of education explains RTI, tiered instructions, and the benefits of using RTI in the classroom, and contains links for additional resources.

Response to Intervention Procedural Manual 2009-2010 (pdf)

This 2009-2010 document serves as Ohio's Guidance document for RTI. It provides an overview of RTI's essential components and procedures as well as an explanation of each tier.

Response to Intervention (RtI) Readiness and Implementation: Self Assessment Tool (pdf)

This self assortment tool was revised in January 2010 by the Pennsylvania Department of Education. This self-assessment tool is intended to assist schools/districts to determine initial readiness and next steps toward implementation of Pennsylvania’s Response to Intervention strategy for meeting the learning needs of ALL students. The overarching purpose of RtI implementation is to improve educational outcomes for all students.

A Parent’s Guide to Response to Intervention (RtI)

This Pennsylvania's parent's document guides parents through the tiers of RTI and provides questions for parents to ask their child's teachers to stay involved with their child's progress and process.

A Parent’s Guide to RTI in Pennslyvania (pdf)

This Pennsylvania's parent's document guides parents through the tiers of RTI and provides answers to frequently asked questions and additional resources.

Using Response to Instruction and Intervention (RtII) for SLD Determination: Application for Approva (pdf)

This tool provides the structure for schools to document evidence of RtII implementation in reading across 9 key effectiveness indicators. The indicators represent the components of PA’s RtII Framework. Explanations and descriptors are provided for each indicator.

Response to Intervention (pdf)

This Pennsylvania Document explains the core elements and each tier of RTI.

Response to Instruction and Intervention (RTII) Training Modules (pdf)

This Pennsylvania Module gives a RTII overview, parent's guide, SLD ID guidelines, progress monitoring and intervention guidelines, and guildelines for universal screening.

Response to Instruction and Intervention (RtII): An Introduction

This fact sheet provides the PA Department of Education’s vision for Response to Instruction and Intervention in PA. A definition of RtII in PA is provided as well as the core characteristics of the model and descriptions of the three tiers of instruction and intervention. The document provides a clear and concise "snapshot" of RtII in PA.

Response to Instruction and Intervention (RtII): A Glossary

This publication is a glossary of terms commonly associated with RtII.

Secondary Response to Instruction and Intervention (RtII): Interventions for Tier ll and Tier lll

Pennsylvania’s three-tiered Response to Instruction and Intervention (RtII) framework provides standards-aligned instruction to all students. The framework is implemented within the general education program (Tier I) and provides additional opportunities for students to learn using tiered interventions. This document lists a sampling of interventions which may be used for Tier II and/or Tier III instruction. The list is not an endorsement of any product or program, neither is it exhaustive. It is intended to provide initial guidance and resources to schools and school teams in the identification and selection of intervention resources to meet the learning needs of students they serve.

Problem Solving in Early Intervention

This 2008 Pennsylvania document provides problem solving in early intervention.

Implementation of Mathematics Into an Elementary Response to Instruction and Intervention (RtII) Fra

A 2010 Checklist for Carrying Out Eight Recommendations to Assist Students Struggling With Mathematics in Pennsylvania.

Center on Instruction-Response to Intervention at the Secondary Level (6-12)

This article is the second in a two-part series on RTI at the secondary level in the March 2008 issue of the National Association of School Psychologists (NASP) PRINCIPAL Leadership. It discusses tiered interventions including whole-school, small-group, and individual interventions that make RTI initiatives successful.

Positive Behavior Supports Within a Response to Instruction and Intervention (RtII) Framework

This 2010 Pennsylvania fact sheet provides an explanation of how, when implemented together, Schoolwide Positive Behavior Support (SWPBS) and Response to Instruction and Intervention (RtII) ensure a solid foundation of support and instruction for all students.

Response to Instruction and Intervention (RtII) Instructional Framework: A Parent's Quick Reference

The Response to Instruction and Intervention (RtII) Instructional Framework: A Parent's Quick Reference Guide provides a snapshot of the characteristics of the three tiers in the PA RtII Framework.

Using Response to Instruction and Intervention (RtII) for SLD Determination: Scoring Rubric

This 2011 document provides the scoring criteria used in determining the RtII implementation status of schools submitting the "Using Response to Instruction and Intervention (RtII) for SLD Determination: Application for Approval. A panel will review and approve submissions per these criteria before a school may use the RtII process to identify students with specific learning disabilities.

From RtI to RtII….

This bookmark describes the rationale for changing the name of PA’s Response to Intervention (RtI) Framework to Response to Instruction and Intervention. This change reiterates PA’s vision of RtII as a school-wide, regular education, school improvement process designed to ensure high quality instruction and intervention for all students.

Response to Instruction and Intervention (RtII) Framework for Secondary Schools: Guidelines and Reco

This document is the product of the PA Response to Instruction and Intervention (RtII) Secondary Workgroup’s charge to develop a Framework to provide PA school districts guidance in designing, implementing and sustaining a Response to Instruction and Intervention model at the secondary level. The document details the six components necessary for implementation of the PA RtII Secondary Framework. It provides examples of various implementation efforts, discusses the challenges of RtI implementation at the secondary level, outlines the stages of implementation and identifies RtII secondary resources. Due to a variety of causes at the secondary level, including increased academic demands, language deficiencies, transience, and learning difficulties, intervening early and systematically to prevent student failure and disengagement from the learning process is essential. Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems.

Funding Considerations for Implementing Response to Instruction and Intervention (RtII) in Pennsylva

Funding for RtII in Pennsylvania is available from a variety of existing resources. This resource provides a short description of potential funding sources and the RtII components/activities that may be funded through each source. (2009).

Response to Instruction and Intervention (RtII) and English Language Learners (ELLs)

This 2009 Pennsylvania's publication describes the linkages and advantages of the RtII process for English Language Learners in all content areas including English as a Second Language (ESL) instruction. Resource information on the topic is also provided.

School Wide- Positive Behavioral Interventions and Supports (SW-PBIS) (pdf)

This 2011 application is for South Dakota Schools interested in joining the PBIS initiative. Positive behavioral interventions and supports (PBIS) is comprised of a broad range of systemic school-wide, group, and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. PBIS has relevant applications to educating all children and youth in schools or other community settings.

Special Education in Texas

This 2008 Texas education Agency document explains RTI and what appropriate instruction LEA's can use within RTI to determine and student's LD eligibility..

2010 Response to Intervention Implementation Plan (pdf)

This document describes the alignment of RTI to state and federal initiatives and outlines the state’s plan to support the scale-up of RTI throughout the state.

September 28, 2010 - RTI in Math

This Webinar provides an overview of the purpose and framework for RTI, and discusses RTI implementation in the math content area.  Resources and links are provided.

February 5, 2010 - RTI Process in Louisiana WEBINAR

This Webinar provides an overview of the purpose and framework for RTI, and discusses RTI implementation in the state of Louisiana.  Resources and links are provided.

February 8, 2010 - RTI in Elementary Schools Webinar WEBINAR

This Webinar provides an overview of the purpose and framework for RTI, and discusses RTI implementation at the elementary school level.  Resources and links are provided.

February 10, 2010 - RTI in Middle Schools WEBINAR

This Webinar provides an overview of the purpose and framework for RTI, and discusses RTI implementation at the middle school level.  Resources and links are provided.

January 2011 Presentations from ELFA Leadership Follow-up with Eleanor Adam and Joanne Quinn (Handou

This Website includes presentations from January 2011 Ensuring Literacy for All (ELFA) Leadership Follow-up with Eleanor Adam and Joanne Quinn.  The site includes handouts, presentations, and videos.

Making Data Matter: Using CBM in the RtI Decision-Making Process

Curriculum-Based Measurement(CBM) is an assessment approach designed to measure the growth of student proficiency in core educational skills that are predictive of positive school success. This module provides an overview of CBM and discusses how to use CBM screening and progress monitoring data to make instructional decisions within a Response to Intervention (RtI) model. Steps involved in the RtI data based decision making process will be outlined as well as procedures for establishing data-based decision making rules within a tiered intervention system.

Ensuring Fidelity to CBM Protocols (pdf)

Many failures of education reforms and practices are attributed to poor implementation.  As schools adopt a RtI model, it is critical that essential RtI components are implemented with integrity.  The focus of this presentation is on CBM implementation fidelity and practices to ensure CBM implementation fidelity in school settings.  The presenter examines how general and special education teachers, reading specialists, literacy coaches, school psychologists, and school administration can ensure CBM implementation fidelity in their respective schools.

Establishing Cut Points within Universal Screening (pdf)

Effective RtI implementation begins with a universal screening process administered three times per year to all students.  Presented during the 2010 NYS RtI TAC Summer Institute this presentation examines the infrastructure or logistics involving universal screening and identifies three distinct methods for determining at-risk status.  In addition to providing the steps for establishing cut points, the presenters also focus on how to differentiate between the direct route versus the progress monitoring route within the screening process.

The Role of Assessment within a RtI Framework: Focus on Screening and Progress Monitoring (pdf)

RtI involves the systematic and regular use of data to make decisions about a student’s relative risk status and response to instruction or intervention.  In this keynote presented at the 2010 NYS RtI TAC Summer Institute, Dr. Hintze discusses the purpose of universal screening and progress monitoring within a RtI model and their significance within a multi-tiered intervention model.

The Role of the RtI Literacy Coach in Universal Screening and Progress Monitoring (pdf)

RtI coaches are critical in analyzing data, targeting school grade level and individual goals, providing professional development, modeling in the classroom and assisting administration and teachers with data-driven instructional decisions.  This presentation delivered at the 2010 NYS RtI TAC Summer Institute provides an overview of the roles of the RtI coach at the beginning of the school year specifically in universal screening, PM and Tier 1. Guidelines for facilitating RtI leadership team discussions are also addressed.

Progress Monitoring: Student Group Content Module (pdf)

Organized into fifteen sections, this module provides information regarding the steps involved in student progress monitoring in the area of reading using Curriculum Based Measurement (CBM). Explains the procedures involved in the administration of progress monitoring probes, how to graph and interpret the data for instructional decision making.

Conducting an Assessment Audit Relative to Diagnostic/Informal Literacy Assessments (pdf)

Diagnostic assessments are tools that prescribe the specifics required for differentiated, tiered instruction in an RtI model. This presentation delivered at the 2010 NYS RtI TAC Summer Institute focuses on the development of a school assessment system which includes how to conduct a diagnostic assessment audit that surveys current assessment tools used in each literacy domain.

Differentiating Instruction (pdf)

A PowerPoint presentation, based on a March 2010 webinar that begins with a review of RtI and a rationale for differentiation based on existing empirical evidence.  Emphasizes the use of multiple assessment measures to group students according to need and the necessity of planning for differentiation. Discusses different ways to differentiate instruction and provides an Adaptation Framework that supports  planning for differentiation.

Ensuring Fidelity to Diagnostic/Informal Assessments (pdf)

This presentation was presented during the 2010 NYS RtI TAC Summer Institute. This PowerPoint provides a brief big picture of RtI and discusses diagnostic assessment which helps teachers plan instruction by providing in-depth information about students' skills and instructional needs.  Other topics presented include threats to reliability, how to achieve standardization and ways to monitor fidelity of implementation.

RtI Assessment (pdf)

Begins with an overview and guiding principles on RtI developed by the International Reading Association. Two key ideas of assessment within an RtI framework are presented as well as a discussion related to the different purposes (screening, progress monitoring, diagnostic) of assessment. The PowerPoint provides examples of each type of assessment and the kinds of information obtained.

The Role of Assessment within a RtI Framework: Focus on Screening and Progress Monitoring (pdf)

RtI involves the systematic and regular use of data to make decisions about a student’s relative risk status and response to instruction or intervention.  In this keynote presented at the 2010 NYS RtI TAC Summer Institute, Dr. Hintze discusses the purpose of universal screening and progress monitoring within a RtI model and their significance within a multi-tiered intervention model.

Formative Assessment of Academic & Behavioral Progress: Selected Tools (pdf)

Provides details on curriculum-based measurement and standards for judging academic measures. Majority of the presentation focuses on Tier 1 interventions and procedures for assessing core curriculum.

The Principal’s Role in Universal Screening and Progress Monitoring (pdf)

As schools begin their work on a customized RtI model, the role of the building principal is an important consideration to the success of any proposed RtI framework. This presentation focuses on the infrastructure needed for an effective universal screening and progress monitoring process and the role of the building principal relative to these critical components.

New York State Reading Resource Center

The mission of the New York State Reading Resource Center is:
- to disseminate information about current research and effective instructional practice in reading and literacy instruction;
- to provide high quality professional development resources in reading and literacy instruction for teachers, school leaders, reading/literacy coaches and pre-service teacher preparation programs; and 
- to assist educators with the effective use of professional development resources to improve instruction and student achievement in reading and literacy.

Response to Intervention Technical Assistance Center (RtI-TAC) (pdf)

A New York State Education Department P-12, Office of Special Education-generated field memo announcing the award of a five-year contract to establish the New York State (NYS) Response to Intervention Technical Assistance Center (RtI-TAC) to the State University College at Buffalo. Provides a description of the direct and indirect activities and services of the NYS RtI-TAC to school districts in New York State.

PART 1: New York State Self-Assessment Tool for RtI Readiness and Implementation (pdf)

The New York State Self-Assessment Tool for RtI Readiness and Implementation was developed by consortium members of the NYS Response to Intervention  Technical Assistance Center (NYS RtI TAC) in collaboration with personnel from the New York State Education Department P-12, Office of Special Education.  As a self-assessment tool, it is intended to:(1) assist individual schools/districts in evaluating their current level of RtI readiness and implementation and 2) formulate an RtI Implementation plan that will address RtI indicators that require improvement or development. It offers an opportunity for the school community to engage in reflective conversations around the topic of RtI.

PART 2: Analyzing the Results of the NYS Self-Assessment Tool for RtI Readiness and Implementation (pdf)

This tool is intended for use by a school’s or a district’s RtI Design Team for the purposes of:
1.  summarizing and analyzing the results from the NYS Self-Assessment Tool for RtI Readiness and Implementation
2.  prioritizing RtI elements or features in terms of importance or priority
3. using results to construct an implementation plan that will guide the RtI process in their respective schools/districts

Response to Intervention (RTI)

Reviews the necessary foundation needed to begin to implement the Response to Intervention model at the secondary level.  Examines a 3-tier RtI model and Part 200 regulations that involve classification of students with LD.   PowerPoint identifies expectations at each tier within an RtI process with suggestions on how middle and high schools can begin to respond to these expectations.

Benchmark Tracking Form (word)

This form is designed to be completed by school level staff to record average benchmarks by grade level from schools.

LD Reporting Form (word)

This form is designed to be completed by school level staff to record the number of students identified with a learning disability from schools.

NYS RtI TAC Assessment Audit (word)

The RtI Assessment Audit is a review of assessment practices implemented by a school in the area of literacy across grade levels.  Conducting a RtI Assessment Audit serves several purposes:
1. Identifies the different types of assessments used in the area of literacy
2. Clarifies the purpose (screening, progress monitoring, diagnostic, and outcome) of each assessment tool
3. Identifies the construct being assessed (e.g.. concepts of print, comprehension, fluency, etc..), 
4. Identifies training needs of staff members relative to the administration and interpretation of targeted assessments;  
5. Provides an opportunity for a school to identify redundancies or gaps in the assessment process.

Risk Level Status Form (word)

This form is designed to be completed by school level staff to report on the percentage of students identified at various levels of risk.

RtI Action Plan (word)

After completing the NYS RtI Readiness Survey with your entire school staff and analyzing the results, the RtI Core Design Team will use this form to identify specific RtI indicators that need attention or modification. To complete the NYS RtI Readiness Survey and the Results page with your staff, please go to RtI Tools at http://www.nysrti.org/page/rti-tools/.

RtI Core Design Team (word)

Use this form to record your RtI Core Design Team members and their positions.  These members could include, but are not limited to, principal, other administrative positions, literacy coach, reading teacher, interventionist/AIS provider, general education teacher, special education teacher, ESL teacher, psychologist, speech pathologist, and parent.

RtI Tiered Descriptor (word)

This form is designed to be completed by school level staff to report on the type of instruction given at each tier.

Tiered Intervention Form (word)

This form is designed to be completed by school level staff to report on the percentage of students receiving instruction at each tier.

The RTI Project

This presentation describes "The RTI Project," a community of district, school, and teacher leaders in Rhode Island who work together to improve their secondary schools through the development of a comprehensive Response to Intervention (RTI) framework.  Together, this community will develop a network of support, learn from each other and experts from the field, and facilitate change in their respective schools with aspirations to lead their district and the state as exemplars.

The RTI Project Application (word)

This document is an application to participate in "The RTI Project," a community of district, school, and teacher leaders in Rhode Island who work together to improve their secondary schools through the development of a comprehensive Response to Intervention (RTI) framework.

RIDE Notice to Districts of Option to Apply for a Waiver for Secondary LD Identification through RTI (pdf)

This document describes the process to obtain a waiver, to delay to requirement that schools must utilize a student’s response to intervention in the identification of specific learning disabilities.

RI RtI Implementation at the Secondary Level: Self Assessment (pdf)

Complete this self-assessment in its entirety with a team including the Curriculum Coordinator, Special Education Director, Principals, and teacher leadership. Indicate the level of implementation that best describes the secondary schools as a whole (i.e., only choose level 4 if all schools have the condition well established). Then, total the self-assessment scores, decide on priority areas, and create an action plan. Return to this document periodically for progress monitoring and additional planning in the process of implementing RTI with fidelity.

RI RTI Implementation Self-Assessment (word)

Each LEA applying for a waiver to delay the requirement to use a student’s response to intervention and extend the ability to use severe discrepancy at the elementary school level must submit a letter from the superintendent by May 14, 2010.  In addition, LEAs must include with their request a completed RI RTI Implementation Self- Assessment checklist including a comprehensive action plan to enable the district to meet the requirements in elementary schools by September 1, 2011.

RI RTI Implementation Self-Assessment Clarifying Information (word)

Each LEA applying for a waiver to delay the requirement to use a student’s response to intervention and extend the ability to use severe discrepancy at the elementary school level must submit a letter from the superintendent by May 14, 2010.  In addition, LEAs must include with their request a completed RI RTI Implementation Self- Assessment checklist including a comprehensive action plan to enable the district to meet the requirements in elementary schools by September 1, 2011.

RTI for Classroom Teachers: Part I

This zip folder includes presentations for teachers on the following RTI topics:
-Continuity of
general ed and special ed services to
benefit students;
-Increasing the volume of high success
reading for struggling readers through providing a sufficient supply of
books that are manageable,
interesting, and engaging for readers;
-Increasing reading volume through
Independent Reading; and
- Increasing reading volume through Shared Reading

Questions On Response to Intervention and  Early Intervening Services (EIS) (pdf)

This is one in a series of question and answer
documents prepared by OSERS to address some of the most important issues raised by requests
for clarification on a variety of high interest
topics. Generally, the questions, and corresponding
answers, presented in this Q&A document required interpretation of IDEA and the regulations
and the answers are not simply a restatement of the statutory or regulatory requirements.

Tennessee Response to Intervention Model RTI Rubric (pdf)

This rubric provides specifics on what the TN department of education is looking for when approving RTI plans.

RTI Psycho-educational Report Template (word)

Guidelines for incorporating information from three tiered model of instruction (RTI) into a written psycho-educational evaluation/report when assessing a specific learning disability.

Getting Started - Hardeman County (pdf)

This document describes procedures for the beginning stages of RTI implementation.

Using the Response to Intervention Process for Identifying Specific Learning Disabilities (pdf)

This question and answer document was developed to support and provide additional clarifying information to A Tiered Instructional Approach to Support Achievement for All Students: Maryland's Response to Intervention Framework. The page numbers referred to in these responses can be found in A Tiered Instructional Approach on our website, www.marylandpublicschools.org.

AZ RTI Overview (pdf)

This document provides an overview of the RTI framework in Arizona.

AZ RTI: Behavior Training Module

This presentation describes the rationale and framework for Positive Behavioral Intervention and Supports (PBIS) in Arizona.

AZ Response to Intervention (RTI): Title 1 (pdf)

This document provides guidance on how to align Title 1 funds and initiatives with RTI in Arizona.

AZ Response to Intervention (RTI): System of Behavioral Supports

This document provides an overview of the System of Behavioral Supports framework in Arizona.

AZ Response to Intervention (RTI): Literacy (pdf)

This document describes how the RTI framework can be used to support literacy.

AZ Response to Intervention (RTI): Math

This document describes how the RTI framework can be used to support math.

RTI Resource Bibliography: Math (pdf)

This bibliography includes resources to support RTI in math:
Intervention Resources
Differentiation Resources
Instructional Resources (for teachers)
Instructional Resources (for student use)
Research Resources

AZ Response to Intervention (RTI): Science

This document describes how the RTI framework can be used to support science.

AZ Response to Intervention (RTI): Social Studies

This document describes how the RTI framework can be used to support social studies.

AZ Response to Intervention (RTI): Early Childhood – Preschoo (pdf)

This document describes how the RTI framework can be used to support early childhood education.

AZ Response to Intervention (RTI): Exceptional Student Services (pdf)

This document describes how the RTI framework can be used to support exceptional students.

AZ Response to Intervention (RTI): Frequently Asked Questions (pdf)

This documents provides answers to frequently asked questions about RTI in Arizona.

California's Philosophy and Definition-Rtl2

The California Department of Education’s philosophy and definition of Response to Instruction and Intervention provides a basis for understanding a systematic, data-driven approach to instruction believed to benefit every student in the effort to close the achievement gap.

Resources-Rtl2

This page lists internal and external Web links relating to Response to Instruction and Intervention (RtI2) are provided as resources and information for implementation.

Core Components-Rtl2

A cohesive RtI2 process integrates resources from general education, categorical programs and special education into a comprehensive system of core instruction and interventions to benefit every student. This page lists core components critical to the full implementation of a strong RtI2 process.

Letter from State Superintendent of Public Instruction Jack O’Connell

Letter from State Superintendent of Public Instruction Jack O’Connell on Response to Instruction and Intervention to county/district superintendents & charter school administrators.

Essential Elements for Response-to-Intervention

This webpage describes the Essential Elements of RTI, as identified by the Nebraska Department of Education.

Response to Intervention (RtI) Implementation Plan Self Assessment (pdf)

This online self assessment is designed for district administrators to report their RTI implementation plans to the state.

Nebraska Response to Intervention (RtI) website

The purpose of this website is to provide information and resources for the implementation of Response to Intervention (RtI) to those school districts in Nebraska that elect to do so.

Nebraska RTI Implementation Support Team website

This website describes technical assistance offerings for the implementation of RTI in Nebraska districts and schools.  The site provides information about training sessions and events, as well as written information on the background of RTI; reasons for implementing RTI; the core beliefs of an RTI approach; high quality, research-based implementation of RTI; and implementation of a RTI system.

Florida RtI Introductory Training Online Course

Florida RtI Introductory Training Online Course is a comprehensive online introduction to RtI, designed for state and district personnel (including administrators, specialists, teachers, and student services personnel) parent organizations, and institutions of higher education.

Guiding Tools for Instructional Problem-Solving (pdf)

The Florida Department of Education (FDOE) announces the Guiding Tools for Instructional Problem-Solving (GTIPS) manual. The purpose of this resource is to assist districts as they implement and support data-based decision making using a systematic problem-solving process at all levels of operation: district level, school level, grade level, classroom level, student subgroup level, and individual student level.

Elementary Math and Science Model Lessons

Elementary Math and Science Model Lessons is a series of web-based model lessons that feature school-based leadership teams engaged in the problem-solving process and teachers providing high-quality standards-based instruction.

RtI Presentation about Parent Engagement for Educator Audiences

This presentation provides information to educators on how to engage and communicate with parents and community members about RTI.

Establishing a Data-based Decision-making System

This online training module is provided on Florida’s Positive Behavior Support (PBS) Project’s website. It is one of 13 modules designed to be completed by a school’s PBS team. Content includes a rationale for and benefits of data-based decision-making systems as well as information about the type of data to collect and when to enter and analyze it.

Response to Intervention/Data Based Problem Solving

This is a video/audio presentation by Edward Daly and Todd Glover of the University of Nebraska-Lincoln. The authors provide a rationale and brief overview of RtI as well as considerations for implementation. Daly and Glover include graphs to illustrate the practical use of data in each step of the problem solving process.

Florida Department of Education Specific Learning Disabilities Resources

Website contains rules, documents and resources around specific learning disability identification in Florida.

RtI for Classroom Teachers: Part II (pdf)

This resource includes presentations for teachers on the following RTI topics:
-Basic Understandings about RTI
-Classroom structures to build reading volume
-RTI and Assessment

RtI for Classroom Teachers: Part II (pdf)

This resource includes presentations for teachers on the following RTI topics:
-Basic Understandings about RTI
-Classroom structures to build reading volume
-RTI and Assessment

RtI for Classroom Teachers: Part II (pdf)

This resource includes presentations for teachers on the following RTI topics:
-Basic Understandings about RTI
-Classroom structures to build reading volume
-RTI and Assessment

RTI for Classroom Teachers: Part III (pdf)

This resource includes presentations for teachers on the following RTI topics:
-Scheduling: How do I fit it all in?
-Repeated Reading, Reading Conferences, and Word Study as Tier One Interventions
-Curriculum-based Assessment to monitor Response to Instruction Provided

RTI for Classroom Teachers: Part III (pdf)

This resource includes presentations for teachers on the following RTI topics:
-Scheduling: How do I fit it all in?
-Repeated Reading, Reading Conferences, and Word Study as Tier One Interventions
-Curriculum-based Assessment to monitor Response to Instruction Provided

RTI for Classroom Teachers: Part III (pdf)

This resource includes presentations for teachers on the following RTI topics:
-Scheduling: How do I fit it all in?
-Repeated Reading, Reading Conferences, and Word Study as Tier One Interventions
-Curriculum-based Assessment to monitor Response to Instruction Provided

RTI for Classroom Teachers: Part III (pdf)

This resource includes presentations for teachers on the following RTI topics:
-Scheduling: How do I fit it all in?
-Repeated Reading, Reading Conferences, and Word Study as Tier One Interventions
-Curriculum-based Assessment to monitor Response to Instruction Provided

Glossary of commonly used RTI Terms

This 2010 section of the Kentucky defines commonly used RTI terms.

How Do We Know If What We Are Doing Will Get Us Where We Want To Go? (pdf)

In September 2009, Nancy Thomas Price, the RTI Coordinator for the Idaho State Department of Education presented about using assessment data to build stronger instructional programs and increase student achievement.

How Do We Know If What We Are Doing Will Get Us Where We Want To Go? (pdf)

In September 2009, Nancy Thomas Price, the RTI Coordinator for the Idaho State Department of Education presented about using assessment data to build stronger instructional programs and increase student achievement.

Integration of Response to Intervention & Title 1 (pdf)

At the Federal Programs Directors Meeting, September 22, 2009, Nancy Thomas Price, The RTI Coordinator for the Idaho State Department of Education presented about the integration of RTI in Title I. The presentation included a focus on the alignment between RTI and Title I, RTI as a school wide approach, targeted assistance and RTI and possible funding solutions.

Integration of Response to Intervention & Title 1 (pdf)

At the Federal Programs Directors Meeting, September 22, 2009, Nancy Thomas Price, The RTI Coordinator for the Idaho State Department of Education presented about the integration of RTI in Title I. The presentation included a focus on the alignment between RTI and Title I, RTI as a school wide approach, targeted assistance and RTI and possible funding solutions.

RTI What and Why?

This webinar given October 2009, by the Maine Department of Education  provides an overview of RTI, RTI implementation, and describes the RTI Checklist developed for Maine. You can also see the slides in PowerPoint form.

RTI What and Why?

This webinar given October 2009, by the Maine Department of Education  provides an overview of RTI, RTI implementation, and describes the RTI Checklist developed for Maine. You can also see the slides in PowerPoint form.

Intervention - General: Traning Module and Quiz (pdf)

This training module, developed by Gary Duhon for the Oklahoma State  Department of Education provides a theoretical summary of intervention, an  outline of a problem solving model, and opportunities to practice applying the problem solving model. The accompanying quiz, tests the users knowledge of the material.

Intervention - General: Traning Module and Quiz

This training module, developed by Gary Duhon for the Oklahoma State  Department of Education provides a theoretical summary of intervention, an  outline of a problem solving model, and opportunities to practice applying the problem solving model. The accompanying quiz, tests the users knowledge of the material.

Responsiveness to Intervention Why, What and How: Traning Module and Quiz (pdf)

This training module, developed by Gary Duhon for the Oklahoma State  Department of Education provides background information on the history of learning disability identification, the background of RTI, and explains and provides examples of the essential components or pillars of RTI. The module also includes frequently asked questions related to RTI. The accompanying quiz, tests the users knowledge of the material.

Responsiveness to Intervention Why, What and How: Traning Module and Quiz

This training module, developed by Gary Duhon for the Oklahoma State  Department of Education provides background information on the history of learning disability identification, the background of RTI, and explains and provides examples of the essential components or pillars of RTI. The module also includes frequently asked questions related to RTI. The accompanying quiz, tests the users knowledge of the material.

Response to Intervention Procedural Integrity Checklist for Individual Case Reviews and Site Based R (pdf)

These tools provide a checklist for individual case reviews and site based reviews. They look at the interventions provided, the process and other factors related to RTI.

Response to Intervention Procedural Integrity Checklist for Individual Case Reviews and Site Based R (pdf)

These tools provide a checklist for individual case reviews and site based reviews. They look at the interventions provided, the process and other factors related to RTI.

A Paraprofessionals Guide to SRBI (Scientific Research-Based Interventions), Questions related to SR (pdf)

This series of resources including a guide, newsletter, and answers to questions provide information for paraprofessionals related to SRBI.

A Paraprofessionals Guide to SRBI (Scientific Research-Based Interventions), Questions related to SR (pdf)

This series of resources including a guide, newsletter, and answers to questions provide information for paraprofessionals related to SRBI.

A Paraprofessionals Guide to SRBI (Scientific Research-Based Interventions), Questions related to SR (pdf)

This series of resources including a guide, newsletter, and answers to questions provide information for paraprofessionals related to SRBI

Early Childhood SRBI Brochure and Pamphlet (pdf)

These two resources including a brochure and pamphlet focus on how SRBI can be used in early childhood education.

Early Childhood SRBI Brochure and Pamphlet (pdf)

These two resources including a brochure and pamphlet focus on how SRBI can be used in early childhood education.

RtI for ELL Regional Training Resources (pdf)

These presentations and additional resources provide a comprehensive look at RTI for English Language Learners. The presentations were given by Fran Herbert, Carmen Polka, Susy Ruof, Debbie Roll & Holly Porter on behalf of the Colorado Department of Education and focus on2008-2009.

RtI for ELL Regional Training Resources (pdf)

These presentations and additional resources provide a comprehensive look at RTI for English Language Learners. The presentations were given by Fran Herbert, Carmen Polka, Susy Ruof, Debbie Roll & Holly Porter on behalf of the Colorado Department of Education and focus on2008-2009.

RtI Fidelity of Implementation Rubrics - Presentation, Guidebook, and District, School, Classroom ru

Recognizing the need for strong guidance in RtI implementation, CDE has developed a set of fidelity tools to improve outcomes for students in Colorado.  These fidelity tools will support a scaling up of effective practice across the state.

The RtI Implementation Rubrics are designed to assist districts, schools, and educators with the implementation of RtI.  The tools provide the means to reflect on policies and practices from the classroom level, to the school district, and state level in order to continually improve outcomes for students.  These tools are intended to be used statewide and provide needed support in a continuous improvement cycle.  The rubrics can also assist districts in their work toward accomplishing their goal of systemic change for increased student achievement.

RtI Fidelity of Implementation Rubrics - Presentation, Guidebook, and District, School, Classroom ru (pdf)

Recognizing the need for strong guidance in RtI implementation, CDE has developed a set of fidelity tools to improve outcomes for students in Colorado.  These fidelity tools will support a scaling up of effective practice across the state.

The RtI Implementation Rubrics are designed to assist districts, schools, and educators with the implementation of RtI.  The tools provide the means to reflect on policies and practices from the classroom level, to the school district, and state level in order to continually improve outcomes for students.  These tools are intended to be used statewide and provide needed support in a continuous improvement cycle.  The rubrics can also assist districts in their work toward accomplishing their goal of systemic change for increased student achievement.

RtI Fidelity of Implementation Rubrics - Presentation, Guidebook, and District, School, Classroom ru (pdf)

Recognizing the need for strong guidance in RtI implementation, CDE has developed a set of fidelity tools to improve outcomes for students in Colorado.  These fidelity tools will support a scaling up of effective practice across the state.

The RtI Implementation Rubrics are designed to assist districts, schools, and educators with the implementation of RtI.  The tools provide the means to reflect on policies and practices from the classroom level, to the school district, and state level in order to continually improve outcomes for students.  These tools are intended to be used statewide and provide needed support in a continuous improvement cycle.  The rubrics can also assist districts in their work toward accomplishing their goal of systemic change for increased student achievement.

RtI Fidelity of Implementation Rubrics - Presentation, Guidebook, and District, School, Classroom ru (pdf)

Recognizing the need for strong guidance in RtI implementation, CDE has developed a set of fidelity tools to improve outcomes for students in Colorado.  These fidelity tools will support a scaling up of effective practice across the state.

The RtI Implementation Rubrics are designed to assist districts, schools, and educators with the implementation of RtI.  The tools provide the means to reflect on policies and practices from the classroom level, to the school district, and state level in order to continually improve outcomes for students.  These tools are intended to be used statewide and provide needed support in a continuous improvement cycle.  The rubrics can also assist districts in their work toward accomplishing their goal of systemic change for increased student achievement.

RtI Presentation for Parent Audiences (English)

This presentation focuses on “Ensuring a Strong Start, Promoting a Bright Future” through an overview of RtI, how parents can be involved, key questions for parents to ask, and recommendations for parents if they believe their child is struggling.

RtI Presentation for Parent Audiences (Spanish)

This presentation focuses on “Ensuring a Strong Start, Promoting a Bright Future” through an overview of RtI, how parents can be involved, key questions for parents to ask, and recommendations for parents if they believe their child is struggling.

Florida's Parent Brochure (English)

This publication focuses on “Ensuring a Strong Start, Promoting a Bright Future” through an overview of RtI, how parents can be involved, key questions for parents to ask, and recommendations for parents if they believe their child is struggling.

Florida's Parent Brochure (Spanish) (pdf)

This publication focuses on “Ensuring a Strong Start, Promoting a Bright Future” through an overview of RtI, how parents can be involved, key questions for parents to ask, and recommendations for parents if they believe their child is struggling.

AZ RTI Training Module 1 and Quiz

This presentation is designed to:
-Describe the legal foundations of RTI;
-Give the educational rational for RTI;
-Give an overview of the components of RTI; and
-Describe the tiers of instruction.

AZ RTI Training Module 1 and Quiz (pdf)

This presentation is designed to:
-Describe the legal foundations of RTI;
-Give the educational rational for RTI;
-Give an overview of the components of RTI; and
-Describe the tiers of instruction.

AZ RTI Training Module 2 and Quiz

This presentation is designed to:
-Describe problem solving;
-Review three tiered instruction;
-Describe a Comprehensive  Assessment System; and
-Describe Fidelity.

AZ RTI Training Module 2 and Quiz (pdf)

This presentation is designed to:
-Describe problem solving;
-Review three tiered instruction;
-Describe a Comprehensive  Assessment System; and
-Describe Fidelity.

AZ RTI Training Module 3 and Quiz

This presentation is designed to:
-Define RTI;
-Examine some RTI core principles;
-Examine data on what happens when you implement RTI;
-Describe the fundamentals of RTI;
-See how data is used; and
-Look at RTI leadership

AZ RTI Training Module 3 and Quiz (pdf)

This presentation is designed to:
-Define RTI;
-Examine some RTI core principles;
-Examine data on what happens when you implement RTI;
-Describe the fundamentals of RTI;
-See how data is used; and
-Look at RTI leadership

Response to Intervention for Administrators (pdf)

This resource includes presentations on the following RTI topics:
- RTI Overview
-RTI and Literacy Learning
-RTI and Literacy Assessment
- RTI Administrative Support

Response to Intervention for Administrators (pdf)

This resource includes presentations on the following RTI topics:
- RTI Overview
-RTI and Literacy Learning
-RTI and Literacy Assessment
- RTI Administrative Support

Response to Intervention for Administrators (pdf)

This resource includes presentations on the following RTI topics:
- RTI Overview
-RTI and Literacy Learning
-RTI and Literacy Assessment
- RTI Administrative Support

Response to Intervention for Administrators (pdf)

This resource includes presentations on the following RTI topics:
- RTI Overview
-RTI and Literacy Learning
-RTI and Literacy Assessment
- RTI Administrative Support

Brief: Staffing for RtI2 Academic Interventions (word)

Brief: Staffing for RtI2 Academic Interventions (Link 2012-01-30 16:43:56)1. This brief provides information and guidance to district and school personnel throughout California about staffing considerations when they plan and implement RtI2 processes. (Posted Dec-21-11; DOC; 61KB; 6pp)

Test test

Response to Intervention Knowledge Base

The KnowledgeBase is an online resource supporting educators in understanding and implementing the response to intervention (RtI) model. The Response to Intervention KnowledgeBase is divided into the three stages of early implementation, identified by the National Implementation Research Network.  The first stage is Exploration, and it involves consideration of the essential components of RtI models and the district or school's readiness to implement an RtI model with fidelity.  During the second stage, Installation, a district or school selects an RtI model and actively works to put in place all of the supports necessary for implementing the essential components.  These supports can include staff training, policies, implementation guides, forms, assessments, instructional programs, and software.  The third stage is Initial Implementation, and it involves implementing the essential components.  Initial Implementation can involve just a few components or teachers, and then expand over time.  When the majority of teachers are implementing all components of RtI with fidelity, the district or school is in the final stage, called Full Implementation.  This KnowledgeBase is geared primarily toward those in the Exploration and Installation stages, with some resources for those in the Initial Implementation stage.  The Response to Intervention KnowledgeBase can be accessed directly though the following link: http://www.mc3edsup port.org/rti/

Parents' Guide to Response to Intervention

This pamphlet provides parents, families and others with information regarding Response to Intervention (RtI).  RtI is a process used in schools to provide well-designed instruction, closely monitor all students’ progress and provide additional instructional supports to students who are struggling. This additional help is to assist those students to keep up with learning in their classrooms, particularly in the areas of reading and math.

Responsiveness to Instruction (RtI) in North Carolina [Video for Parents]

This video, geared towards parents, provides an introduction to the Responsiveness to Instruction (RtI) in North Carolina, and includes interviews with administrators, teachers, and parents of students who have received instruction within the RtI framework.  The video is also available in Spanish at the following address: http://www.ncpublicschools.org/movies/curriculum/responsiveness/rtimaterials/rti-parent-span-captioned.mov.

Responsiveness to Instruction (RtI) in North Carolina [Video for Educators]

This video, geared towards educators, provides an introduction to the Responsiveness to Instruction (RtI) in North Carolina, and includes interviews with administrators and teachers.

Responsiveness to Instruction (RtI): Overview (pdf)

This PowerPoint Presentation provides an overview of the Responsiveness to Instruction (RtI) in North Carolina. The objectives of the presentation are as follows: 1) Prepare school and district teams to begin building the foundation of a problem-solving model. 2) Become familiar with the essential components of implementation science. 3) Identify and utilize resources to support RtI for school improvement. 4) Understand the basic tenets of RtI as a school improvement model.  You can also download the presentation with Speaker’s Notes, and the handout, RtI Problem-Solving Plan of Action Form.

Defining the Core (pdf)

The objectives of this presentation are as follows: 1) Gain understanding of components of “core.” 2) Utilize potential tools to assist in defining the core.  3) Dialogue regarding system of support for staff. You can also download the presentation with Speaker’s Notes, and the handout, Core Curriculum Details.

The Problem-Solving Model & Analyzing the Core (pdf)

This presentation describes the problem-solving model and instructs educators on how to complete each step of the model, including evaluating the core curriculum. You can also download the presentation with Speaker’s Notes, and the two handouts: Core Data Analysis Worksheet and CBM Examples.

Problem-Solving Model Tier I (pdf)

This presentation describes the problem-solving model and instructs educators on use the steps of the model to support students in Tier I. You can also download the presentation with Speaker’s Notes, and the two handouts: Savannah Case Study and Savannah Tier 1.

Problem-Solving Model Tier II (pdf)

This presentation describes the problem-solving model and instructs educators on use the steps of the model to support students in Tier II. You can also download the presentation with Speaker’s Notes, and the three handouts: Alejandro Case Study, Alejandro Tier I, and Alejandro Tier II.

Problem-Solving Model Tier III (pdf)

This presentation describes the problem-solving model and instructs educators on use the steps of the model to support students in Tier III. You can also download the presentation with Speaker’s Notes, and the handouts: PSM3, Chris Tier III case study, Graph, Norm Table, Ending with the Core in Mind Power Point, and Ending with the Core in Mind Notes.

Implementation (pdf)

This presentation describes the stages of implementation for RtI and suggests ways in which to make implementation more successful and sustainable.

Responsiveness to Instruction Foundations Training Materials

Materials used to provide Response to Instruction Foundations training effective July 1, 2008 are available for school personnel to use for awareness training and for training on key concepts.

An Implementation and Technical Assistance Guide for Districts and Schools (word)

This guide will help educators in districts, large and small, across California, learn how to use RtI2 processes so they can meet the challenge and seize the opportunity to help every child be successful in school.

Brief: Staffing for RtI2 Academic Interventions (word)

This brief provides information and guidance to district and school personnel throughout California about staffing considerations when they plan and implement RtI² processes.

A Model Response to Intervention (RtI) Framework to Identify Students with Specific Learning Disabil

The purpose of this document is to establish a common language and understanding about the Wyoming RtI Framework for schools, districts and other stakeholders. The RtI procedures and practices are offered as guidance that is descriptive but not prescriptive. Schools can individualize this flexible framework based on contextual factors, such as student outcome data, demographics, resources, and staffing patterns.

Minnesota Department of Education (MDE) Response to Intervention Website

This website developed by the Minnesota Department of Education outlines the state’s vision for RTI. The website also provides materials and links to research centers where districts and schools can find further guidance on RTI.

Overview of Response to Intervention Process

Overview of RtI in a question-and-answer format along with two commonly used models of RtI in Minnesota.

Response to Intervention Terms

List of terms, acronyms and definitions of terms frequently used in Response to Intervention.

Stages of Implementation At-a-Glance

One page overview of the stages of implementation that must be considered when putting an RtI framework into place at a building or district level.

Determining the Eligibility of Students with Specific Learning Disabilities: A Technical Manual

This updated technical manual was designed to assist teams in making SLD eligibility determinations for students. It includes legal requirements, practical advice and theory that will guide teams in this technical process. Part of a larger training and educational effort, the manual assumes readers hold a working knowledge of characteristics of specific learning disabilities, measurement and evaluation, and data-based decision making.

Positive Behavioral Interventions and Supports (PBIS)

Minnesota School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) is a state-initiated project that provides districts and individual schools throughout Minnesota with the necessary training and technical support to promote improvement in student behavior across the entire school, especially for students with challenging social behaviors. It establishes clearly defined outcomes that relate to students’ academic and social behavior, systems that support staff efforts, practices that support student success, and data to guide decision-making.

Response to Intervention Community of Practice

The RtI Community of Practice is an active community of RtI implementers and stakeholders collaborating to build effective and sustained implementation of the RtI framework at the local, district, regional, and state level. The community focuses its attention on the complexities and challenges of implementing and sustaining RtI over time.

MDE Implementation of Effective Practices Website

This website developed by the Minnesota Department of Education outlines the state’s vision for RTI. The website also provides materials and links to research centers where districts and schools can find further guidance on RTI.

Building Capacity for Statewide Scaling Up

This document from Minnesota's Department of Education provides a graphic depicting a framework highlighting the Principles of Effective Practice and Key Components of Implementation Education Practices.

Common Principles of Effective Practice (CPEP)

The rationale for utilizing a framework that includes both principles of effective practice and key components of implementation is explained.  Each principle and component is listed and expanded upon.

Evidence-Based Practices

A two page overview of evidence-based practices including key elements and flowchart.

MDE Reading Well By Third Grade Website

This website developed by the Minnesota Department of Education provides resources and information for Minnesota schools and districts to use in developing comprehensive literacy programs and practices that lead to increased student achievement at all levels.

Local Literacy Plan Checklist

This resource is available for schools and districts to use as guide when developing local literacy plans. This resource includes an overview of Minnesota Statutes, section 120B.12, examples and references from current reading research, and information to support development of sustainable programs of literacy instruction for all learners.

What Do Educational Leaders Need to Know about Reading

An overview of current legislation, policy, and best practices related to reading instruction in K-12.

Appraisal Tool for Evaluating Data-Driven Decision Making Processes

This tool is available for schools and districts to use in their endeavors to focus on data driven decisions and comprehensive assessments as the foundation of systemic planning and implementation of literacy practices that ensure all students are reading well by third grade and beyond.

Appraisal Tool for Evaluating Multi-tiered Systems of Support

This tool is available for schools and districts to use as a basis for collecting data about existing systems of support for all students, and inform decisions about where additional training, resources, or decisions may be necessary to create a comprehensive literacy plan.

What is Scientifically-based Reading Instruction?

Fluency, phonics, phonemic awareness, comprehension and vocabulary, and oral language are described and explained as they are defined in the National Reading Panel Report. Resources for additional information are also included.

RTI and Minnesota Systemic High School Redesign Comparison

A side by side comparison of core features of Response to Intervention and High School Redesign.

RTI and Minnesota System Middle Level Redesign Comparison

A side by side comparison of core features of Response to Intervention and Middle Level School Redesign.

Response to Intervention: Resources for Implementing Evidence-Based Practices

A comprehensive list of resources for selecting and implementing evidence based practices that can be used in a Response to Intervention Framework. Topics include Response to Intervention Models, Progress Monitoring, Reading, Secondary Literacy, Math, Behavior, Early Childhood, Gifted and Talented and more.

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