L2. Facilitate the use of a response to intervention framework for providing literacy instruction.

In this lesson, you and your campus-based leadership team will learn about response to intervention (RTI) and entry and exit criteria for interventions.

Part 1 of this lesson defines RTI and presents an overview of RTI and components at the secondary level.

Part 2 presents information about establishing procedures for decision-making within your campus’s RTI process.

To get started, download the Implementation Guide for this component and refer to the Action Step for this lesson. Review the Implementation Indicators for each level of implementation and note the Sample Evidence listed at the bottom of the chart.

The Texas State Literacy Plan (TSLP) includes the implementation of an RTI instructional framework for literacy instruction. The Effective Instructional Framework component of the TSLP course explores the implementation of the RTI framework in detail. This lesson is meant to guide you in planning for that implementation as your team designs and oversees your campus-based data-informed plan for improving literacy instruction.

NOTE: The focus of Part 1 of this lesson is to provide an overview of the basic components of RTI and how it is used as an instructional framework for literacy. You will want to review the Effective Instructional Framework (EIF) lessons of the TSLP for an in-depth description of each RTI components and effective RTI implementation in secondary settings.

As a comprehensive framework for literacy instruction, RTI is being implemented from preschool through high school to help students succeed. The Center on Response to Intervention uses the following definition of RTI:

“Response to intervention integrates assessment and intervention within a multi‐level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities.” (Center on Response to Intervention, 2016)

The following graphic illustrates the multi-level prevention system. The support provided at each level, or tier, increases in intensity to help students succeed.

The Center on Response to Intervention (2016) defines the components of RTI as follows:

Screening: Screening is conducted to identify or predict which students may be at-risk for poor learning outcomes. Universal screening tests are typically brief, conducted with all students in a grade level, and followed by additional testing or short-term progress monitoring to corroborate students’ risk status.

Progress monitoring: Progress monitoring is used to assess students’ academic performance, quantify a student rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

Multi-level prevention system: A multi-level prevention system includes three levels of intensity or prevention. The primary prevention level includes high-quality, core instruction. The secondary level includes evidence-based intervention(s) of moderate intensity. The tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention. (See graphic above.)

Data-based decision making: Data analysis and decision making occur at all levels of RTI implementation, at all levels of instruction, at all levels of movement within the multi-level prevention system, and regardless of disability identification (in accordance with state law).

Read an example of how your team might implement RTI at your campus.

Scenario: The campus-based leadership team at X Middle School is ready to begin planning for RTI implementation. Team members know they must assess their current needs and make decisions about how to implement the following components of RTI: screening, progress monitoring, core instruction, intervention instruction, and data-based decision making.

Team members decide to initiate the following action plan to guide their steps in RTI implementation:

Proposed Action Plan

1. Assess the current needs of the school.
2. Determine which components of RTI are already in place (e.g., screening measures) and identify school resources and potential barriers to implementation (e.g. school schedule).
3. Clearly define implementation goals.
4. Identify the campus-based leadership team members and other staff best suited to lead implementation for each component of RTI.
5. Establish a timeline for implementation.
6. Establish intervention schedules that do not interfere with students’ core instructional time.
7. Identify and train coaches to assist teachers with implementation.
8. Plan professional development for staff.

The first proposed steps for the action plan are to assess the current needs of the school and inventory which components of RTI are already in place. The campus-based leadership team decides to review the student-level data to determine which students need support and to use the components of RTI that are already in place to develop a plan for implementation.

Once the team articulates the implementation goals and identifies the staff who will lead the implementation process, realistic timelines are set to ensure that everyone adheres to the implementation process. Next, the team identifies leadership team members and other staff who will train coaches and plan professional development. (Note that these duties may be delegated to staff who are not on the campus-based leadership team.) Once the action plan is in effect, the leadership team begins implementation.

TO LEARN MORE: Click on the links below to see a list of useful resources for RTI implementation.

The “Essential Components of RTI—A Closer Look at Response to Intervention” from the Center on Response to Intervention provides a definition of RTI, reviews essential RTI components (screening, progress monitoring, the multilevel prevention system, and data-based decision making), and responds to frequently asked questions about implementing RTI.

Helpful documents from the High School Tiered Interventions Initiative (HSTII), a collaboration of the National High School Center, the Center on Response to Intervention, and the Center on Instruction, include the following:

• “Tiered Interventions in High Schools: Using Preliminary Lessons Learned to Guide Ongoing Discussion”
• “Contextual Factors of Implementation Planning Template” from the Center on Instruction
• “RTI Integrity Rubric and Worksheet” from the Center on Response to Intervention
• “Resource for Student Evaluation Personnel Working in Schools Implementing Response to Intervention (RTI)”

NEXT STEPS: Depending on your team’s progress in implementing RTI, you may want to consider the following next steps:

• Review the resources listed above in To Learn More, especially the examples relevant to your campus grade range.
• Examine your current practice to determine which components of RTI have already been implemented at your campus.
• Determine what specific elements you will look for in each RTI component and, for those elements, how you will evaluate the current level of effective implementation (e.g., What does Tier I instruction include? Tier II? Tier III?).
• Determine ways to communicate with teachers, parents and families, and other stakeholders regarding the model.
• Establish timelines and procedures for examining the impact of intervention instruction on student literacy achievement.

We have identified the essential components of RTI and begun to think about initiating the implementation process. In this section, we will explore how you and your team can define criteria and procedures that support your campus’s RTI process.

Screening and progress monitoring are essential components of RTI. Reliable assessments should be used to both screen students to determine who may be at risk for academic difficulties and monitor the progress of students assigned to interventions. Refer to the Commissioner's List of Reading Instruments found on the TEA's English Language Arts and Reading web page. This can be accessed by visiting the TEA website, and by scrolling to the Documents list. The resources listed under To Learn More in this section also provide some examples.

As noted in Part 1, data should be used to inform all decisions about intervention instruction. The first step in defining campus-wide entry and exit criteria for intervention is to take an inventory to assess what is currently in place to identify students in grades 6–12 who are in need of targeted intervention instruction. Based on this information, the next step is to use the data to make decisions about entry and exit criteria.

The following considerations should be used when determining entry criteria for your campus:

• How many students can you sustain at each tier based on your campus resources?
• What data do you already collect that could be used to identify students who are in need of more intensive instruction in the targeted literacy area?
• Does the criteria accurately identify students who are at risk in the targeted literacy area? What data do you have to support the validity and reliability of these criteria?

Many schools have already implemented tools that can be helpful when reviewing the data needed to determine entry criteria. For instance, if a campus has a data management system (e.g., AIMSweb), the system may provide some cut points for tiers based on school and national norms. If a system is not in place, the school will need to use the published norms for designated measures to guide placement decisions. In fact, doing so will allow a school to determine who may be performing below an acceptable level.

Determining appropriate exit criteria is essential to ensure that students who receive intervention are prepared for general classroom success. The following considerations should be used when determining exit criteria for your campus:

• How often will students be assessed? When will data be reviewed?
• Do the criteria accurately measure student progress in the targeted literacy area? What data do you have to support the validity and reliability of these criteria?

Criteria decisions are essential for informing placement. Additional information must be gathered by interventionists to determine intensity and targeted needs. The campus-based leadership team should revisit the entry and exit criteria often to meet the changing needs of the campus and assess the impact of intervention on student literacy achievement.

TO LEARN MORE: View the following resources for help with defining entry and exit criteria for interventions:

“Using Student Achievement Data to Support Instructional Decision Making” is a practice guide from the Institute of Education Sciences (IES).

“A Critical Analysis of Eight Informal Reading Inventories” has a Results section with a useful chart.

A Screening Tools Chart is provided by the Center on Response to Intervention. (Select Secondary School” and “Reading.”)

A Progress Monitoring Tools Chart is provided by the National Center on Intensive Intervention. (Select “Secondary” and “Reading” and then “Apply.”)

NEXT STEPS: Depending on your team's progress in implementing RTI, you may want to consider the following next steps:

• Work through the Effective Instructional Framework module of this course with your team.
• Review the Commissioner’s List of Reading Instruments (scroll to Documents list) and the resources in To Learn More to identify assessments for screening and progress monitoring.
• If in place, assess the effectiveness of screening and progress monitoring assessments.
• Identify resources for professional development and support for screening and progress monitoring assessments.

L2. Facilitate the use of a response to intervention framework for providing literacy instruction.

With your site/campus-based leadership team, review your team’s self-assessed rating for Action Step L2 in the TSLP Implementation Status Ratings document and then respond to the four questions in the assignment.

TSLP Implementation Status Ratings 6-12

In completing your assignment with your team, the following resources and information from this lesson’s content may be useful to you:

• Refer to Part 1 for an overview of key components of RTI at the secondary level.
• Refer to Part 2 for information about establishing procedures for decision making within your campus’s RTI process.

Next Steps also contains suggestions that your campus may want to consider when you focus your efforts on this Action Step.

To record your responses, go to the Assignment template for this lesson and follow the instructions.

National Center on Response to Intervention. (2016). Essential components of RTI. Retrieved from http://www.rti4success.org/essential-components-rti