General Information
General Information
Executive Summary of the NRCLD Responsiveness to Intervention Symposium
This 2003 brief details a symposium sponsored by National Research Center on Learning Disabilities and Office of Special Education Programs in December 2003. The symposium addresses the unanswered questions that surrounded the application of RTI on a broad scale. The information was released by National Research Center on Learning Disabilities.
Responsiveness to Intervention (RTI): Reading and Math Standardized Tier 2 Research-Based Intervention
This 2007 presentation explains tiered instruction in a Response to Intervention framework, with a specific focus on tier II. This resource also provides information specific to reading and math intervention and shares the findings of math and reading studies conducted by the National Research Center for learning Disabilities (NRCLD) and Vanderbilt University. It was produced by NRCLD and is part of a toolkit available at https://www.nrcld.org/resource_kit.
3-Tier Model
Teacher Quality and the Implementation of a Multitiered Intervention System
This 2007 brief provides an overview of three-tiered instruction and describes how a multitiered intervention system is designed to improve academic and behavioral competencies for all students. The document explains how multitiered systems emphasize prevention, early identification, early intervention, and intense treatment of academic and behavior problems. It also emphasizes that highly qualified and effective teachers and support personnel (e.g., counselors, speech therapists) are crucial to the successful implementation of multitiered systems. This document provides an overview of teacher quality and the implementation of a multitiered system. Daniel J. Reschly of Vanderbilt University wrote the brief and it was released by the National Comprehensive Center for Teacher Quality.
Response to Intervention and Positive Behavior Support: Brothers from Different Mothers or Sisters with Different Misters
This brief explains the similarities between RTI and Positive Behavior Support. It describes each within the context of a three-tier system and gives insight into what teachers, administrators, and other stakeholders should be doing at each level. It was written by Therese Sandomierski, Don Kincaid, and Bob Algozzine and released by the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS).
The ABCs of RTI: A Guide for Parents
This brief from 2007 provides information for parents on what children may experience in schools that use RTI to identify and instruct children with specific learning disabilities. It presents a three-tier model and includes question section that parents could use to fill in information about screening, progress monitoring, tiered instruction, staff collaboration, and fidelity of implementation. The tool was written by Daryl Mellard, Melinda McKnight, and Donald Deshler and produced by the National Research Center on Learning Disabilities.
Dialogue Guide: Two Approaches to Response Intervention
This 2007 brief and tool were developed to guide stakeholders through dialogue on two approaches to implementing RTI, the problem solving method and the standard treatment protocol approach. A brief, developed by the IRIS Center, explains the two approaches, including the common features and differences between the two RTI models. Six sets of questions for stakeholders, developed by the IDEA partnership, ask stakeholders to consider the benefits and drawbacks of the two models for their school and students. The resources can be used in conjunction with the Dialogue Guide Facilitator’s Handbook and the online module developed by the IRIS Center at Vanderbilt University (see below).
BRIEF: PDF Version
DIALOGUE GUIDES
• All Stakeholders
HTML Version
• District and Building Administrators
HTML Version
• Families
HTML Version
• Higher Education
HTML Version
• Policymakers
HTML Version
• Teacher and Related Service Practitioners
HTML Version
Dialogue Guide Facilitator’s Handbook: PDF Version
IRIS Center Online Module:HTML Version
Dialogue Guide: What is RTI?
This 2007 brief and tool were developed to guide stakeholders through dialogue on the topic “What is RTI?” A brief, developed by the IRIS Center, describes the key components of RTI, the characteristics of RTI related to early intervening services and the identifying students with learning disabilities. Six sets of questions for stakeholders, developed by the IDEA partnership, ask about participants’ knowledge of RTI and their views on its implementation, potential benefits, and predicted reactions from other stakeholders and students. The resources can be used in conjunction with the Dialogue Guide Facilitator’s Handbook and the online module developed by the IRIS Center at Vanderbilt University (see below).
BRIEF: PDF Version
DIALOGUE GUIDES
• All Stakeholders
HTML Version
• District and Building Administrators
HTML Version
• Families
HTML Version
• Higher Education
HTML Version
• Policymakers
HTML Version
• Teacher and Related Service Practitioners
https://www.ideapartnership.org/report.cfm?reportid=269
Dialogue Guide Facilitator’s Handbook: PDF Version
IRIS Center Online Module: HTML Version
Distinguishing Tier Interventions
Don Compton, NRCLD
Speaker Bio (web)
Handouts (pdf)
Presentation (video)
Response to Intervention and EL Learners: Questions and Some Answers
This presentation from the National Center for Culturally Responsive Educational Systems (NCCRESt) will provide the reader with information about how to administer RTI in schools so that it works for English Language (EL) learners. Some of the things that have proven to work include instruction that is :
- comprehensive
- explicitly and systematically builds English language skills during reading instruction
- explicitly teaches English letter/sound correspondences, word patterns and spelling rules
- introduces skills in isolation and practice in context
- builds vocabulary and emphasizes the relationships between and among words to build oral language skills
- includes story retells that target both comprehension and language development.
NCCRESt, a project funded by the U.S. Department of Education’s Special Educations Programs, provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education.
Response to Intervention and EL Learners: PDF VERSION
Response to Intervention and EL Learners: Questions and Some Answers
This April 2006 presentation discusses RTI for English Language Learners, particularly within the context of a 3-tiered literacy intervention. It was presented by Sylvia Linan-Thompson of the University of Texas at Austin and produced by the National Center for Culturally Responsive Educational Systems.
Response to Intervention and EL Learners: PDF VERSION
The Three Tier Model for Identifying Learning Disabilities: Critical Program Features and System Issues
Joseph F. Kovaleski of Indiana University of Pennsylvania presented this invited paper during NRCLD’s 2003 RTI Symposium. For links to other papers and materials, visit the main Symposium 2003 page.
This paper was invited as a response to articles by Grimes and Kurns (2003), Kamps and Greenwood (2003), and McMaster, Fuchs, Fuchs, & Compton (2003), regarding implementation of interventions in the first and second tiers of a three-tier model of identifying learning disabilities. This model, in which response to intervention (RtI) is assessed within a dual discrepancy approach for determining eligibility for special education, is discussed in terms of its historic basis in public special education law. A teaming process to support group-based interventions in general education in Tier One is proposed. Interventions in Tier Two are discussed in terms of the essential features of operating problem-solving teams and/or implementing standard protocol treatments for groups of students. Also discussed are the necessary system changes that will need to occur.
Topical Form I: Applying Response to Intervention (RTI) to Specific Learning Disability (SLD) Determination Decisions: Research Findings
This 2006 presentation explains research findings at the forum sponsored by National Research Center on Learning Disabilities in September 2005. It addressed the overall research question: What do RTI intervention methods tell us about (1) predicting outcomes and (2) specific learning disabilities identification? The presentation was released by National Research Center on Learning Disabilities.
Executive Summary of the NRCLD Topical Forum Applying Responsiveness to Intervention to Specific Learning Disability Determination Decisions
This 2006 brief describes a forum sponsored by National Research Center on Learning Disabilities in September 2005. The forum looked closely at applying Responsiveness To Intervention to specific learning disabilities determination decisions. It was released by the National Research Center on Learning Disabilities.
RTI: Progress Monitoring
This 2006 presentation explains progress monitoring at multiple levels of intervention and provides examples of progress monitoring measures. It was presented by Pamela M. Stecker and released by the Council for Exceptional Children.
Distinguishing Tier Interventions: LD Identification within an RTI Model
This 2006 presentation discusses the process for the identification of learning disabilities (LD) within an RTI framework. This resource discusses RTI as an alternative to the traditional IQ-Achievement Discrepancy model for LD identification. This presentation also describes Standard Treatment Protocols and provides information regarding the implementation of a three-tiered RTI model. It was presented by Don Compton at the National SEA Conference on SLD Determination, and was created in collaboration with Lynn Fuchs and Doug Fuchs.
HTML Version | PDF Version
Centers for Implementing K-3 Behavior and Reading Intervention Models
The overall goals of this five-year project (2002-2006), which was conducted by Sharon Vaughn, Ph.D., and Jeanne Wanzek, Ph.D. at the University of Texas Center for Reading and Language Arts, were:
to develop, evaluate, and disseminate a school-based model for the prevention of reading disabilities;
to develop a three-tiered intervention model to support students at risk for developing reading disabilities; and
to reduce the number of students identified for special education based on reading disabilities.
A Parent’s Guide to Response to Intervention [K-12]
This 2006 brief provides an overview of the RTI process and describes how it is implemented in schools. It was released by the National Center on Learning Disabilities. This resource is of use for parents who are looking for more information about the RTI process and provides specific questions that parents can ask at their children’s schools.
Using Curriculum-Based Measurement to Determine Response to Intervention (RTI): PowerPoint, Manual, Handouts
This 2007 presentation provides an overview of RTI. It explains how to use Curriculum-Based Measurement (CBM) in reading and math for: identifying students in need of Tier 2 intervention, determining whether response to Tier 2 intervention is inadequate and therefore special education may be appropriate, applying CBM decision-making in Tier 2 special education to formulate effective individual intervention plans, and determining whether Tier 3 special education response is sufficient to consider exiting special education. It was presented by Doug Fuchs, Lynn Fuchs, John Hintze, and Erica Lembke, and released by the National Center on Student Progress Monitoring.
Using Student Progress Monitoring in a Response to Intervention Model
This 2007 webinar presentation provides an overview of a 3-tier RTI model. It explains how to use Curriculum-Based Measurement (CBM) in reading and math to identify whether students are responding to instruction in each tier. It was presented by Dr. John Hintze and released by the National Center on Student Progress Monitoring.
Three-Tier Reading Project
This April 2006 presentation discusses the 3-Tier Reading Model project that aims to expand the knowledge base on preventing reading disabilities through effective early reading instruction and improving early and appropriate placement in special education. It was presented by the Del Valle ISD in conjunction with the Vaughn Gross Center for Reading and Language Arts and released by the Access Center.
An Emerging Model: 3-Tier Mathematics Intervention Model
This 2005 presentation discusses the Three-Tier Mathematics Intervention Model that was developed based on emerging research from the Special Education Research Project (SERP)— Mathematics. It was presented by Dr. Diane Bryant, Associate Dean for Teacher Education, Student Affairs, and Administration at the University of Texas at Austin as a webinar hosted by the Access Center.
Responsiveness to Intervention in the SLD Determination Process
This 2007 brief describes Response to Intervention (RTI) and provides examples of how RTI can work in schools and serve particular students. This resource also addresses the process of identifying specific learning disabilities within an RTI framework. It was produced by the National Research Center on Learning Disabilities and is part of a broader toolkit which can be found at https://www.nrcld.org/resource_kit .
4- or 5-Tier Model
Distinguishing Tier Interventions
Bobbie Donelson, Indian River County School District, Vero Beach, Florida
Speaker Bio (web)
Handouts (pdf)
Return to the Main RTI Page – CLICK HERE
Acknowledgment
NASET would like to thank The U.S. Office of Special Education Programs (OSEP) funded National Technical Assistance Center on Positive Behavior and Intervention Supports for much of the information provided in this section on RTI. The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.
