INDEPENDENT SCHOOL DISTRICT 728

Standards-Based Teaching
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FREQUENT

RtI . . . Also Known As:

RtI is not:

Response to Instruction.
Really Terrific Instruction.
Response to Intervention.

RtI is:
Effective instruction that meets
the needs of ALL students.
Collaborative educators
working for all students.
A data driven process to improve
student achievement of all levels.
A system to provide intentional
instruction based on student need.

Special Education.
A pre-referral program.
A classroom or a program.
A place to put students
who are struggling.
An added period of
instruction during the day.

RtI and Core Academics Connection

Tier 1
Universal interventions

Tier 1 is commonly identified as the core instruction program provided to all students by the general education teacher in the
general education classroom. Research-based instruction or positive behavior intervention and supports are part of the core
program. Tier 1 is available to all students in a classroom or school. It can consist of whole-group or individual strategies
or supports:
Both RtI and the Common Core Standards focus on setting and achieving ambitious expectations for students.
Both RtI and the Common Core Standards assume that the general-education classroom is where the most important
instruction and intervention happen.
Both RtI and the Common Core Standards acknowledge the power of strong direct instruction and recognize that
learners need to be held to high expectations.
Both RtI and the Common Core Standards recognize that not all students learn the same way and that some need
research based interventions to help them be successful.

Tier 1 instruction includes the following:

Core curriculum.
Appropriate instruction and research-based instructional interventions that meets the needs of at least 80% of all learners.
Universal screening administered to all students in the general education classroom three times per year.
Weekly progress monitoring of students initially identified as at-risk for 5-6 weeks.
Differentiated instruction based on the abilities and needs of all students in the core program.

RtI and Special Education

RtI is a tiered process of instruction that helps to identify struggling students and provide appropriate instructional
interventions. Intervention means more chances for success and less special education services. RtI works with all students
at their level.
At Tier 3, students receive individualized, intensive interventions that target the students skill deficits. Students who do
not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive
evaluation and considered for eligibility in special education services under the Individuals with Disabilities Education
Improvement Act of 2004 (DEIA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the
eligibility decision.

RtI and Gifted Services

Learning opportunities for students who have successfully met the core curriculum must be differentiated to engage each
student, so tasks are meaningful and challenging. Teachers are encouraged to use RtI strategies within the classroom
to reach, stretch and engage students who have already mastered core skills and concepts. An identified teacher team
within the school reviews student data and looks at multiple measures before determining if Gifted and Talented services
are needed. Depending on the students need, Tier 3 intervention can be provided in a variety of ways through curriculum
compacting, a specialized program, subject or grade acceleration, curriculum replacement or other services offered within
the school.

RtI and Behavior

The principles outlined above for providing differentiated instruction based on student needs for academics can also be
applied to behavior.

Tier 1

Includes universal interventions that are designed for all students at the school-wide level. The purpose of Tier 1
interventions is to prevent challenging behavior by clearly defining behavioral expectations and rewarding students for
engaging in appropriate behavior. This preventive, proactive approach is expected to meet the needs of approximately
75 - 85% of the students and includes programs such as Positive Behavior Interventions and Supports (PBIS) and group
contingency programs for whole classrooms.

Tier 2

Includes target group interventions designed for some students (about 15%) who still exhibit challenging behavior with
school wide and class-wide supports in place. The purpose of Tier 2 interventions is to support emotional development
and prevent further development of problem behavior by providing standardized interventions to effectively and efficiently
support students. This should include individual skills/support groups based on student need.

Tier 3

Includes intensive, individual interventions designed for a small proportion of students (about 5%) who do not respond
to standardized interventions. These students may need a functional behavior assessment to guide the development of
individualized interventions based on the function of the challenging behaviors. Tier 3 interventions require more frequent
monitoring.

RtI and Family Engagement

When families and schools work together, student outcomes are enhanced. RtI is an opportunity to bring about meaningful
change in familyschool relationships, allowing for the creation of engaged partnerships between educators and families
through collaborative, structured problem-solving efforts. Check out the RtI Action Network for great parent resources.
www.RtInetwork.org/essential/family
www.nasponline.org/resources/factsheets/RtIprimer.aspx
Parent primer, put together by the National Association of School Psychologists (NASP).
www.ncld.org/learning-disability-resources/ebooks-guides-toolkits/parent-guide-response-intervention
Parents guide to RtI, from the National Center for Learning Disabilities.
Instructional research has indicated that children develop academic abilities best when provided with systematic and explicit
instruction, when exposed to rich language and academic experiences, and when exposed to appropriate developmental
opportunities and environments at the earliest ages.

Risk Indicators
Using data to identify at-risk students as early as possible will allow for the application of more effective prevention and
early intervention services. An analysis of risk indicator patterns and relevant information will help us better understand
the root causes of student disengagement and academic failure. With this information, we will have a greater likelihood of
implementing effective prevention and intervention services to help student succeed. Data reviewed by staff could include
absenteeism, course failures, credits earned, grade point average, substance use and abuse, disciplinary incidents or
declines in academic progress.

Diamond vs. Pyramid

Think of Response to Intervention
(RtI) as a diamond pyramid. In the
diamond model, the goal is to provide
ALL students with appropriate
instruction and intervention.
We will provide support for students
with significant skill deficit, as well as
enrichment opportunities for those
ready to advance.

Traditional RtI Model

RED

Intensive intervention for students

with significant skill deficits

YELLOW

Targeted intervention for at-risk students

GREEN

Core instruction

Proposed Gifted Inclusive RtI Model

Core instruction
GREEN
YELLOW (right) Targeted intervention for at-risk students

RED (right)

Intensive intervention for students

with significant skill deficits

YELLOW (left)

Accelerated learning opportunities

for advanced students

RED (left)

Intensive individualized learning

projects for highly advanced students

Connection to Effective Schools

The Correlates of Effective Schools are the means to achieving high and equitable levels of student learning. It is expected
that all children will learn the essential knowledge, concepts and skills needed so that they can be successful in school.
By using the seven Correlates of Effective Schools in ISD 728, we are able to develop an understanding of the three
tiers of RtI: the core program, the supplemental level and the intensive level, thus building on the foundation of effective
Professional Learning Communities.
The seven correlates are defined as follows:

1. Clear School Mission

In the effective school, there is a clearly articulated school mission through which the staff shares an understanding of
and commitment to instructional goals, priorities, assessment procedures and accountability. Staff accept responsibility
for students learning of the schools essential curricular goals.

2. High Expectations for Success

In the effective school, there is a climate of expectation in which the staff believe and demonstrate that all students
can attain mastery of the essential content and school skills, and the staff also believe that they have the skills and
resources to help all students achieve that mastery.

3. Instructional Leadership
In the effective school, the principal acts as an instructional leader and effectively and persistently communicates that
mission to the staff, parents, and students. The principal understands and applies the characteristics of instructional
effectiveness in the management of the instructional program.

4. Frequent Monitoring of Student Progress

In the effective school, student academic progress is measured frequently. A variety of assessment procedures are
used. The results of the assessments are used to improve individual student performance and also to improve the
instructional program.

5. Opportunity to Learn and Student Time on Task

In the effective school, teachers allocate a significant amount of classroom time to instruction in the essential content
and skills. For a high percentage of this time students are engaged in whole class or large group, teacher-directed,
planned learning activities.

6. Safe and Orderly Environment

In the effective school, there is an orderly, purposeful, businesslike atmosphere which is free from the threat of physical
harm. The school climate is not oppressive and is conducive to teaching and learning.

7. Home - School Relations

In the effective school, parents understand and support the schools basic mission and are given the opportunity to play
an important role in helping the school to achieve that mission.

Think about . . .

What Help Does Each Student Need Vs. Which Students Need Help

RtI & Alternative Delivery of Specialized Instructional Services (ADSIS)

Alternative Delivery of Specialized Instructional Services (ADSIS) provides appropriate-leveled support so all
students can be successful.
All K-12 schools have one ADSIS specialist who works with staff and students to enhance student support.
Students develop social competence and academic achievement with timely, targeted, researched-based
interventions in the area of reading, math, or behavior.
Licensed teachers on special assignment create a short or long-term, flexible plan based on state and local
assessment data.
Specific interventions are utilized to target growth in the learners area(s) of focus.
ADSIS helps decrease special education referrals while ensuring that each student is able to achieve at the
fullest potential.

Resources
Intervention Central
www.interventioncentral.org
RtI Wire Line
www.jimwrightonline.com/php/RtI/RtI_wire.php
National Association of School Psychologists
www.nasponline.org
PBIS World
www.pbisworld.com

The expert in everything was once a beginner