Response to Intervention (RtI) A Br by rcq12217


									  Response to Intervention
     A Brief Introduction to NH’s RtI Framework
for the State Advisory Committee on the Education of
               Students with Disabilities

                 January 6, 2010
New Hampshire is committed
 to the educational success
       of all students.
 In that spirit, the NH RTI Task
Force was formed in January 2008.
The goal of the Task Force is to provide
   leadership for NH school districts
     through development of a state
  framework, available for use by all
     districts, and that supports the
       understanding and effective
  implementation of an RtI system to
         benefit all NH children.
In order to reach ALL students,
it is necessary to reach EVERY
RtI - The Big Ideas
     RtI is an approach to
differentiating instruction to
   meet all students’ needs.
 It addresses four questions:
1. Exactly what is it we want all
    students to learn?
2. How will we know when
   each student has acquired
   the essential knowledge and
3. What happens in our school
   when a student does not
4. How will we enrich and
   extend the learning for
   students who are already

              --Rick DuFour et al.
RtI is a whole-school,
 systemic approach.
 RtI involves high-quality
instruction or intervention
 matched to student needs
using students’ learning rate
   over time and level of
      performance to
      make data-based
   educational decisions.

National Association of State Directors of Special
            Education, 2005

   (definition adopted by the NH RtI Task Force)
RtI is a Tiered
          Tier 3: 5% of students

           Tier 2: 15% of students

                 Tier 1: 80% of students
    Tier 1: Core Instruction

   All students receive high
quality, general instruction and
 positive behavioral support.
   Tier 2: Targeted Group

   Some (at-risk) students
   receive highly efficient,
rapid response instruction - in
 addition to core instruction.
 Tier 3: Intensive, Individual

Individual struggling students
   receive assessment-based,
 high-intensity instruction, in
  addition to core instruction.
What does RtI entail?
  Effective leaders who can
     articulate the vision
   for systemic change and
communicate and support plans
         to realize it.
Changes to the school schedule,
         if necessary!
Problem-solving, collaborative
      instructional teams
  who can make data-driven
  decisions in the service of
   high-quality instruction.
  Ongoing, job-embedded
professional development to
     build staff capacity
  for learning and change.
  RtI is not a special
education initiative or
 prereferral system.
 Because RtI became part of
federal and state law through
    the Individuals with
Disabilities Education Act of
2004, tendency is to view RtI
 within the realm of Special
It’s about school improvement.
      RTI – Guiding Principles*
1.   ALL students are part of ONE proactive educational
2.   Use scientific, research-based instruction
3.   Use instructionally relevant assessments
4.   Use a problem-solving method to make decisions based
     on a continuum of students needs
5.   Data are used to guide instructional decisions
6.   Quality professional development supports effective
     instruction for all students
7.   Leadership is vital

     *Adapted from Heartland (Iowa) AEA
              NH RTI Task Force
• Work to date
      •   Began its work in 2007 (Arlington, VA)
      •   Completed the Interactive Guide in 2009
      •   Offered RTI Leadership training in July 2009 (Cohort 1)
      •   Collaborated with NHSAA/Best Practices Conference
      •   Developing 5 year Strategic Plan (final draft)

• Next Steps
      • Ongoing PD support for RTI Leadership
      • Ongoing support for new and existing RTI initiatives
            – Cohort I - April 2010
            – Cohort II - July 2010
      • Future PD to be determined based on needs
       For more information:

A Family Guide to Response
   to Intervention (RtI)

               Developed by
   Parent Information Center
    A Parent’s Guide to
  Response to Intervention
                  Susan Bruce

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