Response to Intervention (RTI)
Iowa Response to Intervention
Response to Intervention (RTI) is a process by which schools use data to identify the academic and behavioral supports each and every student needs to be successful in school and prepared for life. The process provides students with evidence-based instruction and interventions matched to their needs and monitors student progress to improve their educational outcomes. RTI also allows educators to evaluate the overall health of their system and target resources by providing the necessary data to determine which elements of the education system are performing adequately and which require further development. RTI is not a packaged program, set of assessments or curriculum that can be purchase, but a decision-making framework composed of evidence-based practices in assessment and instruction.
Overview of the Three-Year Process
Year One
Components:
- Four (4) full-day training sessions in Elkader (9:00-3:00 with 30 minute lunch on-site)
- Monthly in-district planning meetings (minimum of one (1) hour per month)
- Up to two (2) days of in-district support from an External Coach (member of the Keystone RtI team)
Focus:
- Response to Intervention guiding principles and framework
- Using data to make decisions (types of assessment data, developing guide points, etc.)
- Core Instructional Cycle – “How Healthy is Your Core?”
- Effective Literacy Instruction – What should core reading instruction include?
- Introduction to Supplemental and Intensive Interventions
Outcomes:
- Teams will have a deep understanding of Response to Intervention and have the necessary knowledge, tools and confidence to lead this work back in the building.
- Teams will determine the effectiveness of their core reading instruction and increase their knowledge of the research base on literacy instruction.
- Teams will develop a unique Response to Intervention framework for their building based on their student data.
- RtI frameworks will be clearly defined in a written RtI Plan for each building.
Year Two
Components:
- Two (2) full-day training sessions in Elkader (9:00-3:00 with 30 minute lunch on-site)
- Monthly in-district planning meetings (minimum of one (1) hour per month)
- Up to one (1) day of in-district support from an External Coach (member of the Keystone RtI team)
Focus:
- Review of Response to Intervention guiding principles and framework
- Increased focus on using data to sort students and determine instructional needs
- Supplemental and Intensive Intervention Cycles – “What do we do when kids don’t learn?”
- Effective Literacy Interventions
- Research supporting RtI
Outcomes:
- Teams will continue to provide leadership for RtI back in their buildings
- Teams will analyze student data to ensure interventions are targeted to specific student needs
- Teams will learn strategies for evaluating the effectiveness of their interventions and the importance of continuous improvement
Keystone AEA IDM Specialty Team Members
Year 1
Katie Fisher School Psychologist
Marcia Kruse Assessment, Program Evaluation & Comprehensive Improvement (Lead)
Tracy Grimes Reading/GAT
Curt Andreasen School Psychologist
Amy Holst Guidance/At-Risk/Equity (Lead)
Donna Heying SINA
Year 2
Marc Snavely SINA/Social Studies (Lead)
Betty Gitz Reading Recovery & Teacher Leader
Cindy Erlich School Psychologist
Katie Heil School Psychologist
Bridgett Hodges School Psychologist
Jennifer Soland School Psychologist
Sue Daker Program Administrator
Annette Hyde Program Administrator
Doug Penno Program Administrator
