Using Response to Intervention for
Washington’s Students


Paul Alig
OSPI, Special Education
Program Supervisor
Tonya Middling
OSPI, Special Education
Program Supervisor
SEAC
September 27, 2006
1
Overview
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Defining RTI
Where did it come from and why do we
need it?
Support for RTI in federal law
Core principles
Special education eligibility
considerations
Policy issues
Professional development issues
2
Defining RTI

RTI is a general education approach
that aligns resources from general,
remedial and special education
through a multi-tiered service
delivery model in order to provide
scientific, research-based
interventions to struggling students.
3
Defining RTI, con’t.
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RTI includes making data-based
decisions based on curriculum
based measurements (CBMs)
through problem-solving or
standard protocol measures
Uses progress monitoring
(formative assessments)
Specific Learning Disability
Identification
4
Where did it come from and
why do we need it?
Background and Research Support

The idea of using CBMs to identify student needs is not
new.

Stan Deno’s data-based decision program modification
model (Deno, 1985; Deno & Mirkin, 1977)

Bergan’s behavioral consultation model (Bergan, 1977)

Problems in the traditional system (Wait to fail)
 Integration between general and special education
 Undocumented benefits of special education
 Variability and accuracy of eligibility determination
 Integration of eligibility determination with
instruction
5
Support for RTI in federal law

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Provisions of IDEA 2004 allow
school districts to use scientific,
research-based interventions as an
alternative method for identifying
students with SLD.
Aligns with No Child Left Behind
(2001)
6
RTI Manual Introduction
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Outlines principle components of
RTI
Guidance on RTI decision making
Recommendations on using RTI
data to identify specific learning
disabilities (SLD)
Answers common questions
Includes additional resources and
practical appendices
7
How to use the manual
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Recommendations NOT regulations
Readiness checklist
Each district and school design their own
RTI system depending on curriculum
decisions and resources
NOTE: An RTI system is a combined
general education and special education
approach
OSPIs RTI manual is aligned with OSPIs
K-12 Reading Model
8
Response to Intervention: Core Principles
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Use all available resources to teach all
students
Use scientific, research-based interventions
Monitor classroom performance
Conduct universal screening/benchmarking
Use multi-tier model of service delivery
Make data based decisions using a problem
solving/standard protocol
Monitor progress frequently
Fidelity
9
Use all available resources to teach
all students
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RTI practices are built on the belief that
all students can learn and everyone
supports all students
RTI focuses on student intervention need
and not “What is wrong with the
student?”
Systems Change: Integrated approach
No one building/district will look the same
10
Use all available resources to
teach all students, cont.
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Basic Education
LAP/Title
Reading First (NCLB, 2001)
School Improvement Plan
Student Learning Plans
Special Education (IDEA 2004)
Other resources available to the
building/district
11
Use scientific, research-based
interventions
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Curriculum and instruction approaches must have
a high probability of success for the majority of
students
Offer as soon as it is clear the student is lagging
behind
Increase intensity of instruction and practice
Opportunity for explicit and systematic
instruction/practice and cumulative review
Provide skillful instruction with good error
correction, immediate feedback
Guided by and in response to progress monitoring
data
Must provide a supportive atmosphere for
learning
12
Monitor classroom performance
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General education teacher play a
vital role in designing and delivering
high quality instruction
General education teachers also
monitor student progress through
CBMs
Student performance in relationship
to state standards (GLEs)
13
Universal Screening
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School staff conduct universal screening
in all academic areas and behavior to all
students three times/year to identify
students at risk
Benchmarks document whether a child is
on track compared to peer group and/or
state standards
The student’s data at benchmark testing
periods can be utilized to validate the
effectiveness of intervention. Is the gap
closing?
14
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Digits Correct in one minute
3rd Grade Math
Addition and Subtraction 0-18
70
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Digits Correct in One Minute
3rd Grade
Addition and Subtraction 0-18
70
60
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40
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0
16
Features of a Multi-Tiered Model
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Each tier represents increasingly intense
level of services associated with
increasing levels of learner needs
All students, including those with
disabilities are found in Tiers I, II, and III
The nature of the academic or behavioral
intervention changes at each tier,
becoming more rigorous as the student
moves through the tiers
Students move up and down the tiers
depending on need
17
Three-Tier Model of School Supports
5% of your students
should be here
15% of your students
should be here
80% of your students
should be here
18
Use multi-tier model of service
delivery: Tier I
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Tier I: ALL Students
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All students receive high quality scientific
research based instruction in the core
curriculum in all areas
Core curriculum provides the foundation for
instruction upon which all strategic and
intensive interventions are formulated
Serves 80-90% of the student body
Some Tier 1 interventions may be applied to at
risk students followed by progress monitoring
19
Use multi-tier model of service
delivery: Tier II
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Tier II: Some Students
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Strategic interventions supplements
instruction to students who are not achieving
standards through the core curriculum alone
Consists of 5-10% of the student body
Occurs in small groups of 3-6 students
Short-term in duration [9-12 week blocks]
Recommended 3-4 sessions per week at 30-60
minutes per session
Students progress is monitored more
frequently at Tier II, usually every 2 weeks
20
Use multi-tier model of service
delivery: Tier II, cont.
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Tier II: Some Students
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Students may receive more than one
block of Tier II interventions if
progressing but who have not yet
reached the goal
Students who reach goal would be
reintegrated into Tier I
Students who do not progress in Tier II
may require more intensive
interventions
21
Use multi-tier model of service
delivery: Tier III
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Tier III: Few Students
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Intensive interventions are designed to accelerate a
student’s rate of learning by increasing the
frequency and duration of individualized
interventions based on targeted assessment data.
Students at Tier III are those performing
significantly below standards and have not
adequately responded to Tier I or Tier II
interventions
Consists of less than 5% of student body
Occurs in groups of no more than 3 ideally
May occur longer than 9-12 weeks
Students progress is monitored on at least a weekly
basis
22
Use multi-tier model of service
delivery: Tier III, cont.
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Tier III: Few Students
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Students who are successful at Tier III
reintegrate to Tier I with Tier II support
If not successful at Tier III, consider
referral for special education and/or
other long-term planning [504 plan,
additional Tier III cycle]
23
Data-Based Decision Making
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The purpose of using data based decision
making is to find the best instructional
approach for a student with an academic
or behavioral problem
Decisions are made by teams consisting
of professionals knowledgeable about the
student, and the parent
Decisions are made through the problem
solving process or standard protocol
24
Designing Instruction to Meet Student Needs
Standardized
Assessments
Benchmarking
or Screening
Instructional
Problem Solving
Requires taking multiple
sources of evidence and
selecting appropriate
instructional interventions
based on identified
student needs
Performance or
Criterion
Assessments
Progress
Monitoring
25
A Problem Solving Process
Define the Problem
Clearly identify the deficit area
Evaluate the Plan
Compare progress to the
aimline. Did it work?
Implement the Plan
Carry out the intervention
as planned
Analyze the Cause
Develop a hypothesis: Why is
the problem happening?
Develop a Plan
Decide on the
intervention, timeframe,
frequency and
intervention provider
26
Domains of Influence
I.nstruction
How we teach
C.urriculum
What is being taught
E.nvironment
Context where learning is to
occur
L.earner
Characteristics that directly
relate to the area of concern
27
R.I.O.T.
Review
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Work Samples
Cumulative Folders
Health Records
Interview
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Observe
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Student-teacher
Student-peer
Teachers
Parents
Student
Significant Others
Test
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Curriculum based
Norm referenced
Criterion referenced
Rating Scales
28
Evaluation Planning
Relevant
KNOWN
Relevant
UNKNOWN
Instruction
(R.I.O.T.)
Curriculum
(R.I.O.T.)
Environment
(R.I.O.T.)
Learner
(R.I.O.T.)
29
Standard Treatment Protocol
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Process where student decisions are
made using an established response to
regular occurring circumstances [e.g.,
Read Well]
Implementation involves a trial of fixed
duration [e.g., 9-12 weeks]
Emerging research is showing success
implementing this approach at Tier I and
Tier II in the area of reading
30
Progress Monitoring
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Documents student growth over time to
determine whether the student is
progressing as expected in tiers
CBMs are primarily used as a method for
progress monitoring because they are
brief, easy to administer and score, and
are good predictors of student ability
Progress monitoring data provide a
picture of the student’s performance and
rate of growth to inform instructional and
curricular changes so that every student
reaches proficiency on targeted skills
31
100
95
90
85
80
75
Words Read Correct
70
65
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55
50
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X
X
X
30
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5
B
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7
8
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1
0
1
1
1
2
1
3
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100
95
90
85
80
75
Words Read Correct
70
X X
65
60
55
50
45
40
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X
X X
X
X
X X
X
X
X
X
X
X
X
30
25
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10
5
B
1
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5
6
7
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1
0
1
1
1
2
1
3
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Lack of Responsiveness to
Interventions
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Defined as rate of improvement, or
progress slope that is not sufficient for
the student to become proficient with
state standards without more
interventions
Decisions to advance students from one
tier to another is based upon analysis of
the progress monitoring data to
determine if the student is responsive
[e.g. 4-6 data points below the aimline
after interventions have been altered may
show a student is non-responsive]
34
Targeted Assessment
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Targeted assessment means shifting to
evaluations that are designed around
the specific “targeted” concerns of the
student.
In other words, we select assessments
that measure the area of concern
rather than administering an
assessment and then trying to
determine what it means.
Usually conducted when student enters
Tier III, but may be conducted earlier
35
Fidelity
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Fidelity refers to the degree to which RTI
components are implemented as designed,
intended, and planned.
Fidelity is achieved through sufficient time
allocation, adequate intervention intensity,
qualified and trained staff, and sufficient
materials and resources.
Fidelity is vital in universal screening,
instructional delivery and progress monitoring.
36
Intervention Plan
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Documents analysis of student data
and outlines interventions and
evaluation of progress
Also documents implementation of
interventions with fidelity [See
appendix F]
37
RTI and Child Find
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Anyone, including parents and
teachers, can make a referral at any
time in a RTI system.
A student cannot be required to go
all the way through Tier III before
being evaluated if evidence exists to
suspect a disability.
38
When should a student be suspected of
having a disability due to a lack of
responsiveness?
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Students who are performing
significantly less than their peers and
have been provided two or more Tier III
interventions that did not significantly
decrease the gap in achievement should
be suspected as having SLD and
evaluated absent other evidence.
39
Parent Involvement in RTI
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In a RTI system parents must be provided
progress monitoring data. 34 CFR Sec.
300.309(b)(2).
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Parents must also be informed of:
 State policies regarding the amount
and nature of student performance
data that is collected and the general
education services that are provided;
 The strategies for increasing the
student’s rate of learning; and
 Their right to request an evaluation.
34 CFR Sec. 300.311(a)(7).
40
Is consent required before conducting
screenings or CBMs?
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Teachers or specialists do not
need to obtain consent to
evaluate when administering
universal screening, CBMs, or
targeted assessments to a
student in order to determine
appropriate instructional
strategies for curriculum
implementation.
20 USC Sec. 1414(a)(1)(E).
41
Using RTI data to identify SLD
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District procedures set out criteria
for using RTI data to establish SLD.
District criteria must incorporate
new federal regulations on SLD.
34 CFR Sections 300.309 through 300.311
42
Adopt an established approach for
using RTI data to identify SLD
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Districts are strongly encouraged to
use established approaches for
using RTI data to identify SLD.
Criteria determines if a student is
not making sufficient progress to
meet age or State-approved gradelevel standards in one or more of
the SLD areas. 34 CFR Sec.
300.309(a)(2)(i).
43
Recommended criteria for identifying SLD
using RTI: Question 1

Where at least two phases of
intensive interventions implemented
in the general education curriculum
with fidelity, which did not affect
the student’s achievement and does
evidence of the student’s nonresponsiveness at Tier III reflect
that he or she is learning at a rate
significantly less that her or his
peers?
44
Recommended criteria for identifying SLD
using RTI: Question 2
Do RTI and other existing data (including observation)
meet at least two of the following four criteria:
1)CBM scores showing the student is performing at or
below the 7th percentile of current grade-level or at or
below the 16th percentile of a previous grade-level;
2)A standardized assessment score that is 1.75 standard
deviations below the mean (within test protocols);
3)CBM scores and other data demonstrate the student’s
median performance is at or below his or her grade
placement peers by a discrepancy ratio of at least 2;
4)The student’s instructional performance level is two or
more grade levels below her or his current grade
placement determined by CBM scores, classroom
performance, observation and, if appropriate,
standardized assessments?
45
Recommended criteria for identifying SLD
using RTI: Question 3
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Does the evaluation group (including the parent)
believe the student requires resources that are
not available in the general education setting,
with or without accommodations, in order to
participate or progress in the general education
curriculum at a level equal to his or her peers?
Evidence of this criterion would show that the
student requires specially designed instruction or
Tier III interventions for an extended period of
time that is not available in the general education
curriculum.
46
Evaluation Report
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To establish SLD, under recommended approach,
the report must reflect a “yes” to all three
questions (sample in Appendix H).
Also need to rule out: (1) visual, hearing , or
motor disability; (2) mental retardation; (3)
emotional disturbance; (4) cultural factors; and
(5) limited English proficiency. 34 CFR Sec.
300.309(a)(3).
Must have data to show the student received
appropriate reading and mathematics
instructions. 34 CFR Sec. 300.309(b).
47
Special Education Eligibility
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To be eligible for special education, the evaluation
group for students with SLD must find an adverse
educational impact and the need for specially
designed instruction (SDI).
The evaluation report for eligible students should
include recommendations about the SDI and any
related services, program modifications,
accommodations and other supports the student
needs with enough specificity to develop an IEP.
In a RTI system, the SDI provided should
supplement the scientific-based interventions and
high quality instruction the student was already
receiving in general education.
48
Same players; new roles I
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The New Psychologist Role
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Data Manager
Data Analyzer
Data Synthesizer
Detective Extraordinaire
Progress Monitoring?
The New Sped Teacher Role
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Data Provider
 Targeted Assessment
 Progress Monitoring
 Intervention opportunities
49
Same players; new roles II
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The New Parent Role
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Data Provider (FAAB)
Interventionist
Progress Monitoring
The New General Ed.Teacher Role
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Tier 1 & Tier 2 interventions
Progress Monitoring
Data provider (FAAB) for Learning Env.
Be ready for intervention
50
Same players; new roles III
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The New Principal Role
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As goes the principal’s attitude, so goes the
team
Providing for the assessment of intervention
fidelity
The New Attitude
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We are not looking at the child as broken
Focus is on “Why isn’t the general education
curriculum working for this child?”
51
EIS
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Early Intervening Services are:
Activities to support students in grades
K-12 who are not currently identified as
needing special education, but who need
additional academic and behavioral support to
succeed in the general education curriculum

District’s may not use more than 15% of
IDEA Part B funds for EIS activities, less
any amount reduced by MOE
34 CFR §300.226
52
EIS Allowable Activities
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EIS activities may include:
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Professional development for teachers and
other school staff to enable such personnel
to deliver scientifically based academic and
behavioral interventions;
Instruction on use of adaptive and
instructional software; and
Educational and behavioral evaluations,
services and supports
53
How districts may use EIS funds
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During the 05-06 school year, 15 school districts
set aside EIS funds for a variety of activities,
including:
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Offering extended Kindergarten for at-risk students
Behavioral evaluations, including FBAs, and
behavioral services to general education students to
improve students’ school-socialized behaviors
PD on delivery and implementation of SRBI
Math interventions for students in grades 1-6
High school academic and behavioral services for
students who did not qualify for special education.
Goal was to reduce the number of referrals to
special education at the high school level; and to
match services to student needs
54
Disproportionate Representation
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States must require LEAs to reserve maximum
amount of EIS funds to address any issues of
disproportionate representation of minority
students in special education
Currently, LEAs are identified through the state
monitoring system (routine, focused, targeted)
looking at both numerical data and policies and
procedures (may change with final federal
regulations which allow states to require EIS set
aside based on disproportionate numerical data
only
34 CFR §300.646
55
Statewide Efforts
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Implementation through each ESD for
professional development
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District RTI pilot sites statewide
Technical assistance
SIG grant
Coordination with OSPI C&I, Reading First, School
Improvement, Title 1, ELL
OSPI January and summer institutes
Stakeholder Conferences [WSASP, WERA,
I.D.E.A.S., etc.]
Other resources: WEA, Wayne Callender and
other experts
Other ideas?
56
Questions?
RTI Manual:
http://www.k12.wa.us/SpecialEd/RTI.aspx
Additional Resources available at
same website
57