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An RTI framework - SLD Identification Toolkit: Criteria

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RTINetwork.org guides educators and families in the effective implementation of Response to Intervention (RTI) as a means to improve educational outcomes for all students.

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A document from New Zealand's Ministry of Education outlining needs and must haves of inclusive schools.

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A 500 page compilation of research studies on the various elements of reading instruction.

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This is the Parent's Guide to Special Education from the Virginia Department of Education. It is a helpful resource to be used as a reference guide for Special Education services in the USA.

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An IBO document outlining accommodations for the MYP assessment.

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Learning Diversity and Inclusion in IB Programmes

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Learning Diversity and Inclusion in IB Programmes

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An IBO document outlining learning diversity policy and inclusion in the IB programmes.

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An article from Edutopia about RTI in math and literacy.

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How to Identify Which Students Need Tiered Instruction

Charles R. Drew Charter School uses a universal screener -- a schoolwide Aimsweb Screening -- three times a year: in the first week of school, in December, and at the end of the school year.

According to India Kaufman, Charles R. Drew's math support teacher for third, fourth, and fifth grade, the screening "allows us to have data on every student in the building. And with that data," she adds, "we're able to formulate groups and target the students that will be in need of those interventions."

Generally, those who perform in the bottom 10 percent in literacy and the bottom 20 percent in math are in Tier 3. Those who perform in the bottom 25 percent in literacy are in Tier 2. All students are in Tier 1 instruction. This system also incorporates teacher feedback: what they know about their students and what they've seen in class.

Tier 1

Every student gets Tier 1 instruction, which is universal instruction for all students in their regular classroom.

Tier 2

Charles R. Drew Charter School uses two, grade-level-based methods of giving Tier 2 instruction:

Tier 2 Instruction K-2

Grades K-2 receive an hour-long intervention block in the mornings. These one-hour blocks are fixed into the schedule for lower elementary students, instead of regular instruction. During this time, the regular instruction teachers become Tier 2 intervention teachers, and students move from their homeroom teacher to an intervention teacher. Within each grade level, instead of providing a variety of interventions to numerous small groups, each teacher focuses on one intervention, like fluency or phonemic awareness.

During this block, the enrichment teachers -- P.E, visual arts, and music -- and their paraprofessionals assist the intervention teachers. "The certified teacher will provide instruction, and then the students will rotate through specific activities guided by each educator," explains Nicole Tuttle, Charles R. Drew's director of literacy. This practice creates a teacher-student ratio of about 1:5.

Lower elementary students who don't need Tier 2 instruction are grouped into independent projects that need little teacher supervision. For example, a group of students excelling in literacy might be formed into a book study group for independent reading and discussion.

Tier 2 Instruction 3-5

Grades 3-5 integrate Tier 2 instruction into regular classroom instruction. Grade-level teachers divide their students into small groups. Those who need more support do guided group work with the teacher. Those who have met or exceeded standards work independently in small groups, and the teacher checks in with them throughout the class.

"We are providing such intensive interventions at that K-2 level that students are getting caught up, and are not ending up in special education," says Tuttle. "We feel like the more interventions we can give kids in those early years, when they're learning to read and not reading to learn, then we're going to catch them before they get to third grade."

Tier 3: Creating Safe Spaces for Math and Literacy

All students at Charles R. Drew have two daily enrichment classes, such as art, music, and robotics. The staff uses this time to provide intensive interventions two to three times a week, pulling students from their enrichment classes instead of from regular classroom instruction.

"We did pull students from their grade-level [classes], and we saw tremendous gains," recalls Tuttle. "Students were going from reading 15 words a minute to 45 words a minute. We saw these kids make huge progress, and then when it came time for the students to take our state test, the CRCT, they didn't do well. We were frustrated. So we looked at what could we do to make sure that the students are still being instructed on those grade-level standards, but getting the interventions that they need."

To fix this, they began using one period of students' enrichment time for interventions. Students got the intervention support they needed and were able to stay in their regular instruction to meet their grade-level standards. Since that change, close to 100 percent of their students -- and sometimes 100 percent -- have been meeting or exceeding the state standards each year.

Treating Tier 3 Like an Enrichment Class

By creating the Literacy Center and the Math Lab, the school made Tier 3 instruction as fun and engaging as an enrichment class.

"Our goal is to make it a different enrichment option for them. We recognize that yes, it's serious work, and they need to learn to read [and to understand math], but it also has to be fun," emphasizes Dawn Stephen, Charles R. Drew's literacy teacher. "It has to be engaging, and they do have to burn some energy because it is their time away from the general classroom. So there have to be opportunities for them to talk, to move, to get up and down, and to touch materials that they wouldn't generally touch in the classroom."

Create Engaging Activities

Among the Tier 3 specialists' engagement strategies in the Literacy Center and Math Lab, they use a program called Phonics Splits, a quick-paced game where fourth- and fifth-grade students move colored tiles around the classroom, stretch, and do other kinesthetic activities. Kindergarten students sometimes write in shaving cream, in sand, and on tables.

Provide Positive Feedback

Small group work increases students' opportunities to receive positive feedback from teachers and peers. Charles R. Drew teachers make a point to support, encourage, and praise their students. They also set up achievable goals to boost student confidence.

Give Your Students Responsibility

The students are in charge of things like tiles and markers. "Everyone has a job in the group. The kids love that," says Stephen. "It's the small things that people don't think fifth graders would like, but they love that, especially if they have a hard time reading. That's their time to shine and be the best at something. That's their time to feel safe and in charge."

Reduce the Stigma of Tier 3

Sometimes it can feel stigmatizing when pulled out of class. How does Charles R. Drew address this issue?

Make It Fun for Lower Grades

"For the little kids, it's not stigmatizing at all," explains Stephen. "They see coming to the Literacy Center and [the Math Lab] as another enrichment period. They get free books and stickers. They love coming."

Be Direct With Upper Grades

For students old enough to understand why they need RTI, it can be an uneasy experience at first. To ease them into Tier 3, Charles R. Drew educators initiate one-on-one conversations to help them recognize their current skill level and emphasize how extra support will help them. For example, if a student is reading 50 words per minute but needs to be at 120 words, the teacher can explain this. Once a student understands that he or she needs more support, the teacher can say, "I'm here to help you, and this will be a safe experience for you."

The Math Lab and Literacy Center Structure

Create Small, Targeted Groups

Small groups can easily focus on improving specific weaknesses. The Literacy Center is staffed with one teacher for every five students, and the Math Lab with one teacher for every seven. If needed, those groups are broken down even further.

"I have groups within groups," says Kaufman. "Even though I may have seven children at one time, within that group I may break it down to two students or three students or four, depending on whatever skill they need to work on."

Staffing

Working with paraprofessionals offsets the cost of a small student-teacher ratio. The Literacy Lab has a staff of four and the Math Lab has three -- one certified teacher for each, and the rest paraprofessionals.

Utilize the Same Programs Across Tiers

Charles R. Drew uses Really Great Reading's Phonics Boost and Phonics Blitz as their upper elementary literacy programs, and Kendore Learning for lower elementary. Because the Literacy Center uses the same program that is used in regular instruction, students learn one methodology and get a double dose of their content to strengthen their learning skills.

According to Tuttle, "One thing that was so important, and has made our paras so successful, is that we choose programs that are easy to follow. They have a structured scope and sequence: lesson one looks like this, lesson two looks like this. And then we can come in and troubleshoot as we need, but they know what they're doing, from point A in the program to point Z."

Monitor Your Students' Progress

Charles R. Drew uses the benchmark screening results to set goals for each student and monitor their progress weekly using both Aimsweb's and the University of Oregon's DIBELS Data System progress monitoring tools. "That's how we know what we're monitoring, what skills and what strengths and what standards they need to master," says Kaufman.

"In kindergarten, we might do progress monitoring just on sound fluency," explains Stephen. "We might have them reading sounds for one minute, and then we'll graph how many sounds they're reading correctly as they get older. Or we might start with just letter fluency. As they learn to read, we'll move into reading. The older kids will note their own progress and chart their reading per minute."

The counselor, teachers, and intervention analysts, known as the Student Support Team, meet weekly to evaluate methods and results. They lay out the data, interventions used, and student progress. If the students aren't making progress, the staff adjusts the interventions. And if the students are making progress, they'll soon exit Tier 3 instruction.

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Personalizing Support With Response to Intervention

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Charles R. Drew Charter School uses a universal screener -- a schoolwide Aimsweb Screening -- three times a year: in the first week of school, in December, and at the end of the school year. According to India Kaufman, Charles R.

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Literacy Resources.

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Math Resources

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A incredibly useful resource full of strategies, research, and articles for students who may be struggling in various areas of study.

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How can we help?

I am a parent or caregiver and want help with behaviors , learning , and everyday skills

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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A database of assistive and educational technology tools, research, and resources.

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The National Center for  Intensive Intervention provides examples of screening, progress monitoring and diagnostic tools to identify literacy, math, and behavioral difficulties.

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Assessment is an essential part of the data-based individualization (DBI) process and a multi-tiered system of support (MTSS). Without technically sound assessment, which provides accurate, meaningful information, a teacher has no objective method for determining what a student needs or how to intensify instruction to meet those needs. The close connection between assessment and intervention is at the foundation of the DBI process. This connection is what drives teacher decision making. With the right assessment tools and guidance on how to use them, teachers can make sound, data-based decisions about who needs intensive intervention, when to make instructional changes, and what skills to focus on.

In the tables below, find resources to support the selection and evaluation of screening, progress monitoring and diagnostic assessments.

Screening

Accurate universal screening sets the foundation for a successful tiered system of support and understanding student risk levels. In some cases, screening can be used to identify students who need intensive intervention right away.

Progress Monitoring

With progress monitoring, assessment is used to measure growth for students already at risk for poor learning or behavioral outcomes. Decision rules provided by the progress monitoring tool tell teachers when they should make an intervention change.

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Assessment is an essential part of the data-based individualization (DBI) process and a multi-tiered system of support (MTSS). Without technically sound assessment, which provides accurate, meaningful information, a teacher has no objective method for determining what a student needs or how to intensify instruction to meet those needs.

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An article from LDonline about accommodations in the classroom.

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What are accommodations?

Accommodations are alterations in the way tasks are presented that allow children with learning disabilities to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability.

How does a child receive accommodations?

Once a child has been formally identified with a learning disability, the child or parent may request accommodations for that child's specific needs. The Individuals with Disabilities Education Act states that a child's IEP (Individualized Education Program) team - which both parent and child are a part of - must decide which accommodations are appropriate for him or her. Any appropriate accommodations should be written into a student's IEP.

Here are some examples of possible accommodations for an IEP team to consider, broken into six categories:

Presentation:

Provide on audio tape

Provide in large print

Reduce number of items per page or line

Provide a designated reader

Present instructions orally

Response:

Allow for verbal responses

Allow for answers to be dictated to a scribe

Allow the use of a tape recorder to capture responses

Permit responses to be given via computer

Permit answers to be recorded directly into test booklet

Timing:

Allow frequent breaks

Extend allotted time for a test

Setting:

Provide preferential seating

Provide special lighting or acoustics

Provide a space with minimal distractions

Administer a test in small group setting

Administer a test in private room or alternative test site

Test Scheduling

Administer a test in several timed sessions or over several days

Allow subtests to be taken in a different order

Administer a test at a specific time of day

Other

Provide special test preparation

Provide on-task/focusing prompts

Provide any reasonable accommodation that a student needs that does not fit under the existing categories

Should accommodations have an impact on how assignments are graded?

School assignments and tests completed with accommodations should be graded the same way as those completed without accommodations. After all, accommodations are meant to "level the playing field," provide equal and ready access to the task at hand, and not meant to provide an undue advantage to the user.

What if accommodations don't seem to be helping?

Selecting and monitoring the effectiveness of accommodations should be an ongoing process, and changes (with involvement of students, parents and educators) should be made as often as needed. The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge.

To find specific technology for particular accommodations, go to Tech Matrix . Choose a subject area and /or a learning support need. The matrix will generate a list of products to consider.

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individuals with disabilities education act

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The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.

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Hattie Ranking: RTI - Effect size of 1.29

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Hattie Ranking: RTI - Effect size of 1.29

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“Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement

Response to Intervention: Effect size of 1.29
Subgroup: Strategies emphasizing feedback
Teaching: Focus on teaching/instructional strategies”

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John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen's d). In his ground-breaking study "Visible Learning" he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?"
Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book " Visible learning for teachers ".

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses - up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.
Order VL for Teachers!

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Hattie effect size list - 256 Influences Related To Achievement

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Hattie's updated effect size list of 256 influences across all areas related to student achievement.

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An explanation from RTI Network

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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.

The online drug ordering system provides for checking the availability of a prescription, this is done so that teenagers cannot buy cheap generic Viagra and abuse the dosage of the drug.

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.

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Learn more about how Response to Intervention (RTI) helps students succeed.

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The National Center of Intensive Intervention outlines the levels of intervention and the appropriate intervention for each tier.

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It is important that the instructional practices and interventions delivered within a school's multi-tiered system of support (MTSS) be grounded in evidence. However, the "practice" that happens within each tier is different; therefore, the type of evidence that is required for each tier also must be different. A useful way to think about evidence-based practices in MTSS is to think about levels of evidence that vary and correspond to the different levels of intervention intensity at each tier.

In the tables below, find resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.

Tier 1

Comprehensive, research-based curriculum, delivered class-wide to all students. "Evidence-based" at Tier 1 means that the curriculum includes comprehensive coverage of core content that is aligned to grade-level standards and that the instructional strategies and practices used to deliver the curriculum have evidence of efficacy.

Tier 2 (Validated Intervention Program)

Standardized, targeted small-group instruction using a validated intervention program. "Evidence-based" at Tier 2 means that the intervention program has been demonstrated through rigorous research to have a positive impact on target outcomes for students at risk, when delivered with fidelity.

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Levels of Intervention & Evidence: Implementation Tools | NCII

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Table with resources to support the selection of a school's multi-tiered system of support and corresponding levels of evidence of intervention intensity.

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Guidelines followed by Morton CUSD in Illinois.

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Screening and Progress Monitoring (DIBELS & easy CBM) 

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Screening and Progress Monitoring (DIBELS & easy CBM) 

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Reading screeners offered by University of Oregon for FREE.

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Instructional Reading Assessment (DRA 2)

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Instructional Reading Assessment (DRA 2)

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Purpose - Instruction

“Determine each student's independent (or instructional) level with an evaluation of three components of reading: reading engagement, oral reading fluency, and comprehension

Quickly determine student's instructional needs, to create a plan documenting what each student needs to learn next with the Focus for Instruction. Once the assessment is complete, teachers can used this information to differentiate instruction and create instructional groups.

As appropriate, a Teacher can obtain more in-depth information for an individual student with DRA Word Analysis. This diagnostic assessment provides educators with a systematic means to observe how struggling and emerging readers attend to and work with various components of spoken and written words.”

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Developmental Reading Assessment®, 2nd Edition PLUS

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The Developmental Reading Assessment (DRA2+) is a proven, research-based assessment that gives educators the right mix of tools to systemically observe, record, and evaluate changes in student reading performance.

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Stanford Achievement Test (10)

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Stanford Achievement Test Series, Tenth Edition®

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The Standard Of Excellence in achievement testing for 80 years, the Stanford Achievement Test Series now offers a state-of-the-art Tenth Edition to measure student progress toward high academic standards. The Stanford 10 multiple-choice assessment will help educators find out what students know and are able to do.

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Purpose - Instruction
"identify each child’s instructional and independent reading levels according to the F&P Text Level Gradient™, A–Z and document their progress through one-on-one formative and summative assessments. The Fountas & Pinnell Benchmark Assessment Systemsprovide teachers with precise tools and texts to observe and quantify specific reading behaviors, and then interpret and use that data to plan meaningful instruction.”

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What is Benchmark Assessment System (BAS) and how is BAS used?

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Fountas and Pinnell Benchmark Assessment System (BAS)

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A chart from WrightsLaw.org regarding the various reading assessments and what they measure.

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Dyslexia checklist from NJ.

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Dyslexia Guidelines from the state of CA.

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From Florida Center of Reading Research (FCRR).

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A Phonics Screener from Texas Center for Academic and Reading Skills.

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Peabody Picture Vocabulary Test - requires Level B qualification for purchase.

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Peabody Picture Vocabulary Test, Fourth Edition

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PPVT™-4 (Peabody Picture Vocabulary Test, Fourth Edition ): the outstanding vocabulary assessment that has been unsurpassed for nearly a half century. Quick, easy, and reliable as ever, the test helps you foster growth in language and literacy.

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Diagnostic Measurement - Diagnostic Assessment of Reading (DAR)

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Diagnostic Measurement - Diagnostic Assessment of Reading (DAR)

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“A Reading Assessment that:

Provide(s) analysis of a student’s reading proficiency

Identify(ies) causes of reading difficulties

Provide(s) teachers with diagnostic information to plan individual or group reading instruction”

40 minutes to administer

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Diagnostic Assessments of Reading (DAR) | NRSWeb

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The items (words and reading passages) selected for the tryout forms of the DAR were compared for difficulty and grade placement based on various standard sources-word lists, readability measures, and grade placement in widely used curriculum materials. Based on the data from the tryout and the authors' expert determination, words and passages were selected for the validation edition test levels.

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Dyslexia Screener for K-3 from Aimsweb. Aimsweb also offers Universal Benchmark Screeners.

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With aimswebPlus, schools can identify and The Shaywitz DyslexiaScreen on aimswebPlus offers a teacher-friendly observational rating scale for grades K-2 in order to identify students at-risk for dyslexia.

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* For Tier II and III
* Requires Level B qualification for purchase.

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The KeyMath3 Diagnostic Assessment is an individually administered measure of essential mathematical concepts and skills. keymath,keymath 3,math skills,math test,math assessment,teaching math,math problems,elementary math

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"Global Strategy Stage (GloSS) forms can be used to determine stage information for all three strategy domains".
https://nzmaths.co.nz/gloss-forms

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"Global Strategy Stage (GloSS) forms can be used to determine stage information for all three strategy domains".
https://nzmaths.co.nz/gloss-forms

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"Global Strategy Stage (GloSS) forms can be used to determine stage information for all three strategy domains".
https://nzmaths.co.nz/gloss-forms

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"Global Strategy Stage (GloSS) forms can be used to determine stage information for all three strategy domains".
https://nzmaths.co.nz/gloss-forms

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A great way to explore math concepts using Desmos.

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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Co-Teaching Models from Ginny Rojas @AISJ, 2016