Response to Intervention

What Is it?
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.

For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:

High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.

Each of these essential components is addressed in the “Include Essential Components” section of this Web site.

Though there is no single, thoroughly researched and widely practiced “model” of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions. The Three-Tier Model is described below.

Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions

Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at risk” through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.

Tier 2: Targeted Interventions

Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier 3: Intensive Interventions and Comprehensive Evaluation

At this level, 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 for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision.

It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education.

In addition to variations in the tiers used to deliver RTI services, schools use different approaches in implementation, such as problem-solving, functional assessment, standard protocol, and hybrid approaches. Although there are many formats for how a school might implement RTI to best serve the needs of its students, in every case RTI can be a school-wide framework for efficiently allocating resources to improve student outcomes.

Reading First
Does every Reading First school have a full-time Literacy Leader?
Yes. The Literacy Leader (sometimes referred to as a Reading Coach) is key in coordinating the school’s reading program. Having a Literacy Leader provides supportive and shared leadership, collective learning and application, shared values and vision, and shared personal practice. The Reading First Literacy Leader works with teachers, school administration, district administration, and other Reading First Literacy Leaders.

Here are the responsibilities of the Reading First Literacy Leader, as outlined in the Reading First in Tennessee grant: Literacy Leader Description

How do Reading First in Tennessee schools address reading intervention?
For more information about intervention in Reading First in Tennessee schools, please see our Tennessee Reading First Intervention Guide

Reading First schools in Tennessee use a system of reading intervention that is based on the Three-Tier Reading Model. The literacy team is a key support for the Three-Tier Reading Model. This team implements, oversees and monitors the school’s reading program/curricula. It provides data-based organizational direction for literacy instruction and decision-making.

In addition, the Literacy Team analyzes school-wide assessment data to determine school trends and grade level needs. The data is used to formulate long-term and intermediate goals and objectives.

What is the Three-Tier Reading Model?
For more information about the Three-Tier Reading Model, visit the website for the VaughnGrossCenter for Reading and Language Arts at http://www.texasreading.org/3tier/

Also, please refer to the Tennessee Reading First Intervention Guide, Section 2

The Three-Tier Reading Model is designed to meet the reading needs of all students in the classroom.
It is a prevention model that aids in the identification of at-risk and struggling readers and provides support throughout the early years of schooling.
This framework aids in delivering assessment-driven, differentiated reading instruction for all students.
It focuses on reading instruction that uses scientific research-based core, supplemental, and intervention reading programs/curricula.
The Three-Tier Reading Model is an effective way to implement Response to Intervention (RTI)

The Three Tiers:
Tier I - core classroom reading instruction that all students receive with assessment of student benchmarks three times per year and ongoing professional development for teachers
Tier II - intervention and additional reading instruction with frequent progress monitoring) for struggling readers
Tier III - more intensive intervention and frequent progress monitoring for students with reading difficulties who are not making adequate progress in Tiers I and II

How do Reading First in Tennessee schools use assessment to drive instruction?
Tennessee Reading First Assessment Guide

Assessment is the driving force behind instruction and student learning. When professionals analyze each child’s performance and make appropriate decisions, pedagogy is transformed into a true data-driven process.

There are four types of assessment:
1.    Screening – Reading First in Tennessee schools perform benchmarking
      assessment three times a year for al students.

2.    Progress Monitoring – Monitoring or assessment of students is frequent
     and timely, and should also measure a small number of specific skills.
   Results from progress monitoring help teachers determine the success of
     current instruction and intervention allow for instructional adjustments.

3.    Diagnostic - Teachers may need to refer students for diagnostic testing if
     other concerns arise during instruction and intervention.

4.    Outcome - The analysis of reading assessment instruments helps schools
      to:

     Identify the reading components measured by each instrument,

     Determine the most appropriate use of each assessment, and

     Select reading assessment instruments that will best match student needs.

For more information about assessment in Reading First in Tennessee schools, please refer to our Tennessee Reading First Intervention Guide, Section 3

Why is professional development so important to Reading First in Tennessee?
The single most important factor in learning is an effective teacher. There is significant evidence that professional development in reading can have positive effects on improving practice and increasing student achievement. Effective professional development requires extensive time for initial training that includes discussions of research on how children learn to read. It also includes discussion of specific instructional strategies. In addition, it requires extensive in-class follow-up.

Some of the goals of good professional development are the following:

Improve student achievement
Implement research-based and comprehensive balanced reading programs
Cultivate teachers and administrators to become more effective

For more information about professional development in Reading First in Tennessee schools, please refer to our Tennessee Reading First Intervention Guide, Section 5.

Professional development also encourages a professional learning community.
A professional learning community is one in which the teachers, administrators, and other professionals continuously seek and share learning and then act on what they learn.
The goal of their actions is to enhance their effectiveness as professionals so that students benefit.

A professional learning community allows for the following:

Collective learning and application

Shared values and vision
Supportive conditions
Shared personal practice
Reduction of isolation
Increased commitment to the mission and goals
Powerful learning that defines good teaching and classroom practice
More satisfaction and higher morale

What if my school does not receive Reading First funding?
Reading First is the literacy cornerstone of the No Child Left Behind Act of 2001. Even if you don’t have Reading First funding, you and your schools can still benefit from the practices and principles that have been implemented in Reading First schools. Improving reading instruction and teacher practices were initially goals for Reading First schools. Now the effort has moved into the next phase which is to take Reading First practices and principles into non-Reading First schools across the state of Tennessee.

You can receive help in designing effective professional development to improve teacher practice and review reading principles that have proven to be successful in Reading First schools. For further information, contact James Herman by e-mail or call Jim at (615) 741-3387.

How To Successfully Teach Children To Read
The following guide, designed by teachers for teachers, summarizes what researchers have discovered about how to successfully teach children to read. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction:

1.   phonemic awareness - the ability to hear, identify, and
      manipulate the individual sounds—phonemes—in spoken
      words.

2.   phonics - a method of teaching reading and spelling based
      upon the phonetic interpretation of ordinary spelling.

3.   fluency - able to speak or write smoothly.

4.   vocabulary - the words of a language.

5.   text comprehension - understand what is being read.

Each section defines the skill, reviews the evidence from research, suggests implications for classroom instruction, describes proven strategies for teaching reading skills, and addresses frequently raised questions.

Put Reading First - The Research Building Blocks of
Reading Instruction (Kindergarten - Grade 3)

Identifying & Improving Educational Practices Supported
By Rigorous Evidence: A User Friendly Guide

Teaching Reading Is Rocket Science
What Expert Teachers of Reading Should
Know & Be Able To Do

Reading Curriculums
(Information from Florida Center for Reading Research)

Click below to access the Categorized Summary Table List where all programs of that type are listed.

The following is an array of Instructional Strategies from The Council for Exceptional Children. These strategies are for teaching Reading to children and youth with disabilities and/or gifts and talents and are compiled from CEC's award-winning practitioner journal TEACHING Exceptional Children, research journal Exceptional Children, leading special education newsletter CEC Today, and the ERIC Clearinghouse on Disabilities and Gifted Education.

Instructional Strategies

·    “To Find Yourself, Think for Yourself”: Using Socratic Discussions in
Inclusive Classrooms

·    A Speech-Language Approach to Early Reading Success

·    Academic Interventions for Children with Dyslexia Who Have PhonologicalCore Deficits

·    Assessing Letter Sound Knowledge: A Comparison of Letter Sound Fluencyand Nonsense Word Fluency

·    CEC President Panelist on WETA Webcast on Reading and Assessment

·    CEC Quick Study

·    Children at Risk for Reading Failure: Construction an Early Screening Measure

·    Dynamic Assessment as Responsiveness to Intervention: A Scripted Protocol to Identify Young At-Risk Readers

·    Effects on Science Summarization of a Reading ComprehensionIntervention for Adolescents With Behavior and Attention Disorders

·    Estimating Reading Growth With Intermittent CBM Progress Monitoring

·    Facilitate the Reading Process: A Combination Approach

·    Facilitating Reading Comprehension for Students on the Autism Spectrum

·    Fictional Characters With Dyslexia: What Are We Seeing in Books?

·    How to Use Text Structure to Teach Reading Comprehension

·    Initial Progress of Children Identified With Disabilities in Michigan’s ReadingFirst School

·    Integrating Evidence-Based Practices in Middle Science Reading

·    Is There a Bidirectional Relationship Between Children's Reading Skills and Reading Motivation?

·    K-PALS—Helping Kindergartners with Reading Readiness: Teachers and Researchers in Partnerships

·    Parent Reading Behaviors and Communication Outcomes in Girls With Rhett Syndrome

·    Peer-Assisted Learning Strategies for English Language Learners With Learning Disabilities

·    Peer-Assisted Learning Strategies: A “Tier 1” Approach toPromotingEnglish Learners’ Response to Intervention

·    Piggybacking: A strategy to increase Participation in Classroom Discussion by Students With Learning Disabilities

·    Primary Prevention in Classroom Reading Instruction

·    Response ot Instruction as a Means of Identifying Students With Reading/Learning Disabilities

·    Response to Early Reading Intervention: A Regression Discontinuity Design Examining Higher Responders and Lower Responders

·    Secondary Interventions in Reading: Providing Additional Instruction for Students At Risk

·    Storytelling: Addressing the Literacy Needs of Diverse Learners

·    Syllable Types: A Strategy for Reading Multisyllabic Words

·    Teaching Positive Work Behavior With Literacy-Based Behavioral Interventions: An Intervention for Students and Employees With Developmental Disabilities

Learn More
National Center for Learning Disabilities
National Center on Response to Intervention
RTI Action Network
RTI Action Network Blog
RTI Action Network Discussion Board
U.S. Dept. of Education Office of Special Education
Programs' IDEA

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