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Responsiveness to Instruction ( RtI ). Winston/Salem Forsyth County Schools. What is RtI ?. A multi-tier approach to the early identification and support of students with learning needs.

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responsiveness to instruction rti

Responsiveness to Instruction (RtI)

Winston/Salem Forsyth County Schools

what is rti
What is RtI?
  • A multi-tier approach to the early identification and support of students with learning 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.

what is rti1
What is RtI?
  • 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.

essential components
Essential Components
  • 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.

essential components1
Essential Components
  • 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.

rti model
RtI Model



Core Instruction

Differentiation in Classroom


Strategic Intervention


Intensive Intervention


Research-based intervention plan in the classroom

Personalized Education Plan

Data collected to determine student progress

Consultation between teacher, parent, and other related professionals


Increased intensity of intervention plan

Increased data collection to determine student progress

Decision-making based on student progress

Consultation between teacher, parent, and SAT


Core instruction

Differentiated instruction in classroom

Consultation between teacher and parent

rti model a paradigm shift

Level below which

we infer possible


RtI ModelA Paradigm Shift

Educational Need - Discrepancy Model

Test students to identify deficits to provide services.

Must prove discrepancy between ability and achievement.


Some students have

deficits and therefore

will fail to learn.

educational need risk model

Minimum Proficiency

Educational Need - Risk Model

RtI ModelA Paradigm Shift

Assess students to identify who is at risk of not learning basic skills to a minimum standard of proficiency.

Identify risk-status on instructionally relevant foundational skills.


All kids can learn

basic skills to a basic

level of proficiency.

Some kids are at risk

of not learning them.

in the past
In the Past…

Title I Reading , Tutoring, Extended Learning

Special Education



Adapted from GCS


Title I Reading , Tutoring, Extended Learning



Special Education

Adapted from GCS

in what ways am i already engaged in rti processes
In what ways am I already engaged in RtI processes?

Intensive Interventions

Student Assistance Team

Tier III

Personalized Education Plans

Small Group Support

Tier II

Core Curriculum (CCES/Imagine It)


Lesson Planning (Learning Focused)


Tier I

rationale benefits
Rationale & Benefits
  • RtI is a school-wide systematicframework that unites separate processes into one cohesiveframework to make instructional decisions that are:
    • Efficient
    • Proactive
    • Based on early intervention
    • Focused on student learning
guiding beliefs students
Guiding Beliefs:Students
  • All students are part of one proactive educational system.
  • All students can learn.
guiding beliefs instruction
Guiding Beliefs:Instruction
  • Use of scientific, evidence-based curricular and instructional tools that have a high probability of success for most students
guiding beliefs assessment
Guiding Beliefs:Assessment
  • Use of instructionally relevant assessments that are reliable and valid
  • Roles of assessment tools:
    • Summative assessments, benchmark assessments, formative assessments, universal screening, diagnostic evaluation, progress monitoring
guiding beliefs decision making
Guiding Beliefs:Decision Making
  • Data are used to guide instructional decisions
    • Match curriculum and instruction to assessment data to allocate resources and drive professional development
  • Problem-solving method used to make decisions based on a continuum of student needs
    • Provide increasing level of support based on intensity of student needs
guiding beliefs professional development
Guiding Beliefs:Professional Development
  • Quality, continuous professional development with follow-up coaching supports effective instruction for all students
  • Based on data
guiding beliefs leadership
Guiding Beliefs:Leadership
  • Leadership is vital
    • Administrator
      • ensures commitment and resources
      • is the instructional leader
    • School RtI team
      • builds internal capacity/ knowledge
      • builds sustainability and institutionalizes process
most importantly
Most importantly!

"What's in a name? That which we call a rose

By any other name would smell as sweet.”

- Shakespeare

We need to ensure that our students are receiving scientifically-proven in a similar context interventions via proactive processes, no matter whether you call it Response to Intervention, Responsiveness to Instruction, Multi-tiered system of supports, or anything else!

  • Universal Screeners:
    • Continued universal screening with DIBELS in K-2 three times per year,
    • Universal screening using DIBELS 3-5,
    • Universal screening in math K-5 (TBD)
    • At least twice a year (once per semester)
    • Plan for screening all students in place (e.g. classroom teachers or sweep team)
  • Supplementary Tier II school-wide interventions in place for students below cutoff
    • This is to avoid overloading classroom teachers with individual PEPs
  • RtI team members identified: Administrator, Data Coach, Content Coach, Interventionist
    • RtI Foundations Training attended by all RtI team members
  • Full RtI Overview attended by all staff at beginning of year
  • Staff training on Foundations of Reading and Foundations of Math
  • Continuous PD regarding RtI, how to interpret the data, PEPs, interventions, etc.
for more information
For more information
  • The RtI Network is a valuable resource.
  • Ask me or e-mail Rebecca Payne, Program Specialist for Student Interventions, ( with any questions
  • As part of Star 3 we are compelled to implement RtI.
  • North Hills is already involved in the implementation of RtI.
  • We have already seen tremendous growth with our at-risk students in grades k-2 and 3-5 as a result of RtI.
  • On August 24th our school will participate in training on Math DIBELS , 3-5 DIBELS, and the EXCEED software system.