Response to Instruction &
2
Intervention (RtI )
Scotts Valley Presentation
Using Differentiation to Provide Equity
and Access for All Students
Agenda/Outcomes for Today
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Introduction and Overview of RtI2
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The Connection between RtI and PLCs
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RtI and your core program
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Your data and RtI
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LUNCH
Site Based Implementation Activity
Our Beliefs
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RtI2 is not a program, but
a process and framework
for consolidating and
using your existing
resources wisely
RtI2 is designed to assure
high levels of learning for
all students
For all students to learn, we must:
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Start with a highly effective
research-based core instruction
Systematically identify students
who are not succeeding in our
core program
Provide additional time and
support to struggling students
K-W-L Chart (L is for Later)
What do you Know
now about RtI2?
What do you Want to
know more about when
it comes to RtI2?
RtI: A Definition
Response to Intervention (RtI) is the practice of
providing high quality instruction and interventions
matched to student need, monitoring progress
frequently to make decisions about changes in
instruction (differentiation) or goals and applying
student response data to important educational
decisions.
RtI should be applied to decisions in general,
remedial and special education, creating a well
integrated system of instruction/intervention guided
by student outcome data.
Source: School Level NASDSE Blueprint
Response to Intervention
What Is It? Why Do It? Is It Worth It?
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“Say Something*” Activity
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Paired Reading Strategy
Thinking-Out-Loud & Attentive Listening
Individual & Shared Understanding
* ‘something’ might be a question, a brief
statement, a key point, an interesting
idea, or a personal connection
A Tiered Approach…
IEPs & Marathon
Meetings
Progress Monitoring
happens at each tier!
SSTs, & Marathon
Meetings
PBIS:
Family
Support
Teams
PLCs/Data Teams, Grade
Level/Dept. Teams, &
Marathon Meetings
Over the past decade, two proven processes
have been developed to achieve this goal:
The Three Big Ideas of a PLC
1. Focus on learning
2. Build a collaborative culture
3. Focus on results
Problem Solving Process (COI)
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Define the problem
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Analyze the problem
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Why is it happening?
Develop a Plan
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Where are our gaps?
What shall we do about it?
Evaluate
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Did our plan work?
The RtI2 – PLC Link
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Marathon Meetings
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Strengths, concerns, interventions, desired
outcome, action plan, time-line, follow up,
meet 3 times a year
(Team can consist of Teacher, Psych, Speech
Therapist, Admin, Counselor, other Resource
Teachers)
In a PLC, Collaborative Teams
Focus on Three Key Questions
1. What do we expect students to learn?
2. How will we know when they have
learned it?
3. How will we respond when they
have/haven’t learn?
The RtI2 – PLC Link
Think
Pair
Share
Improving you Core Program
Big Ideas
1.
2.
3.
4.
Use academic and behavioral data to inform
decisions.
Increase the intensity of the program for struggling
students.
Use research-based, scientifically validated
instructional procedures (INSTRUCTION – how to
teach).
Use research-based, scientifically validated
curriculum (INTERVENTIONS – what to teach)
and materials.
Source – Anita Archer, Response to Intervention, The Big Picture.
#1 Use academic and behavioral data
to inform decisions.
Screening
Diagnostic
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Specific measures of:
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Decoding
Encoding
Fluency
Comprehension
Program specific placement tests
Progress Monitoring
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Curriculum-based assessment measures (DIBELS, AIMSweb, MAP)
Program specific assessments
Tier 1 – Progress monitoring three times a year (benchmarks)
Tier 2 – Frequent progress monitoring at least once a month (text, teacher
made)
Tier 3 – More frequent progress monitoring
Source – Anita Archer, Response to Intervention, The Big Picture
#2 Increase the intensity of the program
for struggling students.
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Increase time spent on targeted areas.
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Reduce group size.
Source – Anita Archer, Response to Intervention, The Big Picture
#2 Increase the intensity of the program
for struggling students
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Reduce group size.
Example: Elementary
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Idea A: Establish different 90 minute reading blocks for k1, 2-3, 4-5. When students are not in reading blocks, they
can be “pulled out” for Tier 2 and Tier 3 interventions.
Idea B: Establish 90 minute reading blocks and an
additional grade-level 20 – 40 minute intervention period.
All students go to a class for specialized instruction
including intervention.
Idea C: Extend the 90 minute reading block to 120 – 150
minutes and provide intervention with the classroom
Source – Anita Archer, Response to Intervention, The Big Picture
# 3 Use research-based, scientifically validated
instructional procedures (how to teach).
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Explicit instruction
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Relentless
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Engaging Delivery
(Take a minute to discuss with a partner, what each of these
looks like in a classroom.)
Source – Anita Archer, Response to Intervention, The Big Picture
# 3 Use research-based, scientifically validated
instructional procedures (how to teach).
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Explicit Instruction
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Instruction is direct versus indirect (discovery).
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Instructional languages, explanations, and directives are
clear and unambiguous.
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Instructional routines are used again and again.
Source – Anita Archer, Response to Intervention, The Big Picture
# 3 Use research-based, scientifically validated
instructional procedures (how to teach).
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Explicit Instruction of Skills/Strategies
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Model
Prompt
Check
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I do it.
We do it.
You do it.
My turn.
Let’s do this together.
Your turn.
( GRR – Gradual Release of Responsibility )
Source – Anita Archer, Response to Intervention, The Big Picture
# 3 Use research-based, scientifically validated
instructional procedures (how to teach).
Explicit Instruction of Concepts (vocabulary)
1.
2.
3.
4.
Introduce the word.
Provide a “student-friendly explanation.”
Illustrate with examples.
Check for understanding.
Source – Anita Archer, Response to Intervention, The Big Picture
# 3 Use research-based, scientifically validated
instructional procedures (how to teach).
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Relentless
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Adequate initial practice opportunities
Distributed review
Cumulative review
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Tier 3 students may require 10 – 30 times as many
practice opportunities as peers.
Teach to mastery.

Let’s not leave students over exposed and
underdeveloped.
Source – Anita Archer, Response to Intervention, The Big Picture
# 3 Use research-based, scientifically validated
instructional procedures (how to teach).

Delivery Skills
1.
2.
3.
4.
Require frequent responses.
Monitor student performance carefully.
Provide immediate affirmative and corrective
feedback.
Deliver the lesson at a brisk pace.
Source – Anita Archer, Response to Intervention, The Big Picture
#4 Use research-based, scientifically validated
curriculum (what to teach) and materials.
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Curriculum (What to teach)
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Focus on the BIG FIVE
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Phonemic awareness
Decoding
Fluency
Vocabulary
Comprehension
Source – Anita Archer, Response to Intervention, The Big Picture
#4 Use research-based, scientifically validated
curriculum (what to teach) and materials.
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Example – Elementary
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Tier 2 – Supplemental targeted skill interventions
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Kindergarten
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First Grade
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Phonemic awareness
Letter – sound associations
Beginning decoding
First half of year
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Decoding single syllable words
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Decoding multisyllabic words
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High frequency words
Second Grade
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Decoding single and multisyllabic words
Encoding
High Frequency Words
Fluency of word reading
Reading connected text accurately and fluently
Source – Anita Archer, Response to Intervention, The Big Picture
#4 Use research-based, scientifically validated
curriculum (what to teach) and materials.
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Tier 2 – Supplemental targeted skill interventions
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Second and third grade
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Decoding single and multisyllabic words
Encoding (spelling) same words
High frequency words
Fluency of word reading
Reading connected text accurately and fluently
Literal comprehension
Comprehension strategies such as story retell, summarization, prediction
Third, fourth, fifth grade
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Decoding multisyllabic words
Encoding (spelling) same words
Reading connected text accurately and fluently
Passage vocabulary
Literal comprehension
Comprehension strategies such as story grammar (narrative), “getting the gist” or
paragraph shrinking (expository), mapping/webbing
Writing summaries
Source – Anita Archer, Response to Intervention, The Big Picture
RtI2 and Your Core Program
Think
Pair
Share
RtI2…
WHAT IT IS
WHAT IT IS NOT
Represents a way of:
Using data to examine the system in
relation to most important results.
A panacea!
Structuring thinking so that we don’t
miss anything.
A curriculum, an intervention, or a
program.
Identifying strategies with a high
probability of improving student
performance and knowing if they
work.
Hoops to jump through.
Common sense into practice – Fullan
(You are your own best experts)
Easier than what came before.
- David Tilly, 2008
What does your data say?
Strengths
Math
Reading
Gaps
Next Steps
Lunch Time
RtI2 Visual Synectic
Response to Instruction & Intervention is like…
Greek
Root -
Greek
Root -
Syn =
bringing
together
ectics =
diverse
elements
… because …
Core Components – RtI2
Core components to a strong Response to Instruction and Intervention (RtI2).
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.
The following core components are critical to
the full implementation of a strong RtI2
process.
California Department of Education (http://www.cde.ca.gov/ci/cr/ri/rticorecomponents.asp)
#1 High-quality classroom instruction.

Students receive high-quality and culturally
relevant, standards-based instruction in their
classroom setting by highly qualified teachers.
#2 Research-based instruction
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The instruction that is provided within the
classroom is culturally responsive and has
been demonstrated to be effective through
scientific research.
#3 Universal screening

School staff assess all students to determine students’
needs. Based on the collected data, school staff
determine which students require close progress
monitoring, differentiated instruction, additional
targeted assessment, a specific research based
intervention, or acceleration.
#4 Continuous classroom progress monitoring

Classroom performance of all students is
monitored continually within the classroom.
In this way, teachers can identify those
learners who need more depth and complexity
in daily work and those who are not meeting
benchmarks or other expected standards and
adjust instruction accordingly.
#5 Research-based interventions

When monitoring data indicate a lack of
progress, an appropriate research-based
intervention is implemented. The
interventions are designed to increase the
intensity of the students’ instructional
experience.
#6 Progress monitoring during instruction
and interventions

School staff use progress monitoring data to
determine the effectiveness of the acceleration or
intervention and to make any modifications, as
needed. Carefully defined data are collected on a
frequent basis to provide a cumulative record of the
students’ progress, acceleration and/or response to
instruction and intervention.
#7 Fidelity of program implementation.

Student success in the RtI2 model requires
fidelity of implementation in the delivery of
content and instructional strategies specific to
the learning and/or behavioral needs of the
student.
#8 Staff development and collaboration

All school staff are trained in assessments, data
analysis, programs, and research-based instructional
practices and strategies. Site grade level or
interdisciplinary teams use a collaborative approach
to analyze student data and work together in the
development, implementation, and monitoring of the
intervention process.
# 9 Parent involvement

The involvement and active participation of
parents at all stages of the instructional and
intervention process is essential to improving
the educational outcomes of their students.
Parents are kept informed of the progress of
their students in their native language or other
mode of communication, and their input is
valued in making appropriate decisions
# 10 Specific Learning Disability Determination

The RtI2 approach may be one component of
Specific Learning Disability determination as
addressed in the Individuals with Disabilities
Education Act of 2004 statute and
regulations. As part of determining eligibility,
the data from the RtI2 process may be used
to ensure that a student has received
research-based instruction and interventions.
Core Components Activity
What is you current reality?
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Count off into 7 groups.
Examine and discuss one or two of the key components in
depth.
Summarize which of the elements within that component
are already in place at their site.
Also discuss which elements your site could target in the
future.
Take a gallery walk and add your thoughts to each of the
components chart.
Charts will be used for site based decision making around
next steps.
A Moral Responsibility
“Our work must be driven by the
knowledge that our collaborative efforts
will determine the life long success or lifeending failure of our students.”
-Pyramid Response to Intervention
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Response to Instruction & Intervention (RtI2)