Purpose: As defined by the National Center on Response to Intervention (RtI), "response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems." Although RtI may have a different name in some states, the basic approach remains the same. Schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness, and identify students with learning disabilities or other disabilities. Element 1 provides overview information on RtI.
Purpose: Identifying students at risk for poor learning outcomes is an essential component of response to intervention (RtI). Universal screening is a brief assessment given to all students focusing on specific skills. Possessing a basic understanding of the role universal screening plays in RtI is essential in understanding the RtI concept. Element 2 provides information on universal screening.
Purpose: The National Center on Student Progress Monitoring defined progress monitoring as "a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class." As an essential component of response to intervention (RtI), teachers need to understand its principles and application in practice. This task provides resources explaining progress monitoring.
Guideline: Using a structured problem solving process enhances the solutions to address student learning issues. This task provides resources on having a problem solving process.
Individual group members often have divergent viewpoints. Edward de Bono's Six Thinking Hats is a system fostering collaboration, increased productivity, creativity, and innovation. The concept enables participants in a discussion to move from the traditional argumentative approach to a collaborative process and fosters a more productive dialog. The document provides an overview of the tool and additional resources about it.
This link to the American Society for Quality website offers information on the plan-do-check-act cycle.
This link is to a sample five-step problem solving process used by the Escambia County (Florida) School District, which includes Pensacola. As noted in the document's first paragraph, this is a "process that focuses on the learner's current skills or level of functioning and then designs interventions to assist the student in learning."
This article from ASCD's Educational Leadership publication explores questions that should be addressed when analyzing student data.
This article from the October 2006 issue of Principal Leadership identifies three aspects of effective data use. Principal Leadership is a publication of the National Association of Secondary School Principals.
Individual group members often have divergent viewpoints. Turf issues can arise between group members and groups within a school, district, or community. This document offers a basic guide for addressing turf issues when they arise.
Purpose: Data analysis and decision making occurs at all response to intervention (RtI) implementation and instruction phases. Data teams use screening and progress monitoring data to make decisions about instruction and movement of students within the model. This element provides resources to inform teachers about using data to make applicable decisions within the RtI model.
Purpose: As defined by the National Center on Response to Intervention, "tiered instruction describes levels of instructional intensity within a multi-tiered prevention system." The primary prevention/intervention level comprises the core instruction. The secondary prevention/intervention level consists of supplemental instruction, while the tertiary prevention/intervention level provides intensive interventions to those students showing minimal response to the secondary interventions. This element provides resources on the tiered instruction concept.
Purpose: Planning for professional growth is part of a career-long learning process. Adjusting teaching practice to incorporate response to intervention (RtI) strategies is part of that process. This Element provides information on developing a professional learning plan and resources for professional growth.
Purpose: Fidelity refers to adhering to or exacting following the premises and/or principles associated with a program or initiative. With Response to Intervention (RtI) fidelity represents adherence to the principles outline in its essential components. Element 7 provides resources to help educators adhere to the RtI model principles.
Purpose: In addition to the essential components of response to intervention (RtI), additional factors supporting its implementation include leadership, collaborative culture, acknowledging changing staff member roles, stakeholder involvement, and parent and family partnerships. Being aware of the role these factors play with supporting RtI may enhance its successful implementation. Element 8 provides resources about these factors.
Purpose: Response to intervention (RtI) is an instructional framework frequently used at the elementary school level, but the implementation of tiered interventions in middle and high schools is becoming increasingly popular. Though there is very little research on such frameworks at the middle school level and no research yet supporting the use of tiered interventions in high schools, "professional wisdom" is emerging to guide practitioners wishing to move forward with such implementation at the secondary level. Element 9 provides resources to assist educators in becoming familiar with the emerging research in this area, deepening their knowledge of how the essential components of RtI may translate to the middle and high school levels, and providing tools and resources that will guide the use of assessment and effective instruction within a tiered system of delivery.
Purpose: The response to intervention (RtI) model is intended to support all learners regardless of learning challenges. For example, some students facing learning challenges due to language and cultural differences and/or who show traits of giftedness may require interventions. This element provides educators information on applying the RtI model to English language and gifted learners.