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For additional information,
please contact:

Erin J. Brewer
Email: erin.brewer@neric.org


Evidenced Based
Interventions/Resources
www.interventioncentral.org
Intervention Central - Provides
Research Based Interventions

www.ies.ed.gov
US Dept of Education - What
Works Clearinghouse; Evaluates
Programs Efficacy

http://wrightslaw.com/info/rti.ind
ex.htm
Wrightslaw - Articles & Free
Publications

Curriculum Based
Measurement
www.easycbm.com
Easy CBM - Provides probes for
ongoing progress monitoring

www.studentprogress.org
National Center on Student
Progress Monitoring

Online RtI Behavioral
Resources
www.pbis.org
National Center on Positive
Behavioral Interventions and
Supports

www.nyspbis.org
NYS PBIS Technical Assistance
Center

http://miblsi.cenmi.org/
Michigans integrated behavior and
learning support initiative
RtI Print Resources
Brown-Chidsey, R., Bronaugh, L.,
McGraw, K. (2009). RTI in the
classroom: Guidelines and recipes
for success. New York: Guilford.
Howard, M. (2009). RtI from all
sides: What every teacher needs to
know. New York: Heinemann.
Owocki, G. (2010). The rti daily
planning book, k-6; Tools and
strategies for collecting and
assessing reading data and targeted
follow-up instruction. New York:
Heinemann.

Online RtI Academic
Resources

www.rti4success.org
National Center on Response to
Intervention

www.rtinetwork.org
RtI Action Network

www.nysrti.org
NYS RtI Technical Assistance
Center

http://dww.ed.gov
Doing What Works: Research-
based education practices

http://florida-rti.com
Florida Response to Intervention




2 Essential Components of RTIA Closer Look at Response to Intervention

1he graphlc below represenLs Lhe relauonshlp among Lhe essenual componenLs of
81l. uaLa-based declslon maklng ls Lhe essence of good 81l pracuce, lL ls essenual
for Lhe oLher Lhree componenLs, screenlng: progress monlLorlng and mulu-leveled
lnsLrucuon. All componenLs musL be lmplemenLed uslng culLurally responslve and
evldence based pracuces.
Dehn|ng k1I
nC81l oers a denluon of response Lo lnLervenuon LhaL reecLs whaL ls currenLly
known from research and evldence-based pracuce.
8esponse Lo lnLervenuon lnLegraLes assessmenL and lnLervenuon wlLhln a
mulu-level prevenuon sysLem Lo maxlmlze sLudenL achlevemenL and Lo reduce
behavloral problems. WlLh 81l, schools use daLa Lo ldenufy sLudenLs aL rlsk for
poor learnlng ouLcomes, monlLor sLudenL progress, provlde evldence-based
lnLervenuons and ad[usL Lhe lnLenslLy and naLure of Lhose lnLervenuons
dependlng on a sLudenL's responslveness, and ldenufy sLudenLs wlLh learnlng
dlsablllues or oLher dlsablllues.
RtI is a multi-tiered prevention system designed to provide
interventions to struggling students at increasing levels of intensity.
Based on a three-tiered model (represented by the triangle to the
right), RtI begins with high quality research-based instruction provided
to all students (Tier 1, Universal Level).
Universal screening and progress monitoring are utilized to determine
if a student is not making satisfactory progress and is in need of
supplemental instruction (Tier 2, Targeted Level).
If a child is still not making progress when receiving the core
curriculum and supplemental instruction, more intensive and highly
individualized instruction is needed (Tier 3, Intensive Level).
In order for RtI to be implemented with fidelity, progress monitoring,
data-based decision making and research-based curriculums and
interventions must be utilized at all three levels.

RtI is a Multi-Tiered Prevention System
At all levels, attention should be paid to the fidelity of implementation, cultural
responsiveness, and the students strengths to improve outcomes.
Universal Screening: Conducted with all students as a grade level 3-4 times a
year. Screening is used to predict which students may be at risk for poor
academic and behavioral outcomes.
Progress Monitoring: A science-based practice used to frequently assess the
rate of improvement or the response to an intervention. This can be
implemented with individual students or an entire class.
Data-Based Decision Making: Teams use screening and progress
monitoring data to make decisions about instruction, movement within the
multi-level prevention system (Tiers 1, 2 & 3), and disability identification (in
accordance with New York State law).

"Tell me and I forget. Teach me and I remember. Involve me and I learn." -- Benjamin Franklin