Response to Intervention Services
Response to Intervention (RtI) is an evidence-based, proactive approach to supporting at-risk students through high quality intervention and instruction before a special education referral is considered. Within this framework, students are identified by schools as “at risk” for academic challenges and an appropriate evidence-based intervention is provided to address specific skill deficits. The student’s response to the intervention is closely monitored so that the intensity, frequency, and nature of the interventions can be adjusted when necessary. This process can then be used to gather information about how a student learns, which can prove to be vitally useful data when school teams are considering special education eligibility.
Professional Development Menu
This presentation provides an overview of response-to-intervention. The presentation provides an overview of Response to Intervention (RtI), including the history of RtI from special education to regular education, how RtI reduces disproportionality in special education while supporting general education classroom instruction, and the basics of the three-tiered model of support. Participants will learn how this model can have an impact on a school district and the overall academic progress of its students.
This presentation discusses the methods that identify students “at-risk” for failure and the steps teachers can take after these students have been identified. Participants will learn how to use data to positively enhance students’ academic performance, and gain a better understanding of the RtI process.
Universal screening data gives classroom teachers an idea of how each student is performing in comparison to his or her peers, as well as, the end-of-year expectations for each subject. This presentation provides teachers with examples of how to use universal screening data to drive instruction in their classrooms, focus on class-wide deficits, and to create specific groups based on ability.
The “Can’t Do/Won’t Do” (CD/WD) procedure can be essential for students whose performance on universal screening measures do not match expectations. The CD/WD assessment helps identify if scores obtained on the universal screening measure are indicative of a skill deficit (“can’t do”) or if the scores obtained should be considered a performance or motivational issue (“won’t do”). Participants are taught how to identify which students should be given a CD/WD assessment, how to interpret the results, as well as a suggestions for how to work with students who struggle with motivation.
Once a student is identified as “at-risk” and determined to have a skill deficit, it’s essential for teachers to be able to identify the student’s current skill level of performance in order to select the appropriate intervention. Skills Level Analyses help to identify specific skill deficits and provides teachers with a starting point. This presentation is an interactive workshop focused on how to conduct a skills level analysis and interpret the data.
This presentation discusses the basics of progress monitoring including: choosing the correct tools to measure progress, setting appropriate goals, determining how often progress should be monitored, and how to make data-based decisions.
This presentation discusses the basics of determining growth rates, how to track a student’s growth, and what to do with the data. Recommendations will be given for students who are able to meet expected growth rates and for those who are not.
iSTEEP is a website that allows schools to maintain data in a useful way. This presentation supports users in gaining a familiarity with the website’s basic and more advanced features. Participants will learn how to use the website to enter Universal Screening Data, print out graphs, enter Tier 2 students and interventions, and enter progress monitoring data.
In this refresher course, participants will review the types of data to be compiled during the screening and the ways it can be analyzed. This includes a review of the assessment instructions and order of assessments, as well as a discussion of scoring rules, opportunities to practice, and procedures for the steps following screening, including Can’t Do/Won’t Do and Skills-Level Analysis.
Our expert team of school psychologists, board certified behavior analysts, and licensed clinical psychologists provide consultation tailored to the individual needs of each agency, focusing on skill development in the implementation of all aspects of the Response-to-Intervention framework. Working together with agency staff, our expert consultants help to establish building-level capacity by ensuring that the procedures and policy become fully ingrained in the culture of the site.