Response to Intervention. A quick review to guide the work of NH’s RtI Task Force Sandy Plocharczyk Raina Chick Co Chairs, NH RtI Task Force October 24, 2008. RtI…What Is It?.
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A quick review to guide the work of
NH’s RtI Task Force
Co Chairs, NH RtI Task Force
October 24, 2008
At its August meeting, the NH RtI Task Force adopted the following definition of Response to Intervention (RtI) to guide its work in the development of an action plan for NH school districts:
RtI is the practice of (1) providing high quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.
This definition was included in Response to Intervention: Policy Considerations and Implementation 2005, by the National Association of State Directors of Special Education, Inc.
The authorship of this resource consisted of nationally recognized research and practice experts in the fields of education and psychology, with leadership provided by W. David Tilly, III of Iowa’s Heartland Area Education Agency.
The RTI model is well described in the literature (IRA; NASP; NCLD; NASDSE):
RtI is a general education initiative - 3 key components*
•matched to student needs
•demonstrated to produce high learning rates for most
•primary sources of information for decision making
•intensity and expected duration of interventions
•based on individual response to instruction across multiple tiers
•informed by data
*NASDSE: RTI Policy Considerations and Implementation
Designing School-Wide Systems for Student Success
Tier I: General Education: All Students
Tier II: Supplemental (Targeted) Instruction
Tier III: Intensive Intervention
All students are measured 3 times/year on a global measure of academic or functional performance
NWEA, DIBELS, PALS, CBM (AIMSweb)
Criteria is set to identify those “falling behind;” at risk students receive more frequent measurement (e.g. monthly) of progress in identified academic area CBM, CBA, PM
Comprehensive assessment includes norm referenced tests and interpretation of progress data from Tier I and II
National Center on Student Progress Monitoring (NCSPM) www.studentprogress.org
National Research Center on Learning Disabilities (NCRLD)
Research Institute on Progress Monitoring
Florida Center for Reading Research
Vaughn Gross Center for Reading and Language Arts
Center on Instruction
University of Oregon
Collaborative for Academic, Social, and Emotional Learning
OSEP Center on Positive Behavioral Interventions & Supports