WEBVTT

00:00:00.716 --> 00:00:08.516
[Music] Welcome to the overview
on Response to Intervention.

00:00:11.436 --> 00:00:14.676
"Achievement in reading and
mathematics is a national concern.

00:00:14.676 --> 00:00:18.916
It is critical to the future
success of our students."

00:00:18.916 --> 00:00:22.896
"Schools must help all students develop
the foundational skills they need

00:00:22.896 --> 00:00:25.806
to succeed in school
and meet the literacy

00:00:25.806 --> 00:00:28.706
and mathematics demands
of work and college."

00:00:29.496 --> 00:00:32.036
"Many of our students are not
getting the help they need.

00:00:32.566 --> 00:00:34.916
As a result, they fall
below the proficient level

00:00:34.916 --> 00:00:38.816
in reading comprehension on
national assessments and do poorly

00:00:38.816 --> 00:00:41.536
on international comparisons
of mathematics performance.

00:00:42.386 --> 00:00:45.436
We're looking for a systemwide
approach to getting targeted help

00:00:45.436 --> 00:00:47.776
to students before they
start to fall behind."

00:00:48.696 --> 00:00:52.866
"Some districts and schools in my state
have started to implement Response

00:00:52.866 --> 00:00:57.306
to Intervention frameworks, and they're
reporting success with higher rates

00:00:57.306 --> 00:00:59.146
of proficiency in reading and math."

00:01:00.546 --> 00:01:05.046
What is Response to Intervention, and
how can it help improve instruction

00:01:05.046 --> 00:01:06.646
for students at your school?

00:01:06.646 --> 00:01:13.246
Response to Intervention, or RtI, is a
comprehensive early detection prevention

00:01:13.246 --> 00:01:17.236
and support system that identifies
students who are potentially at risk

00:01:17.546 --> 00:01:19.526
and assists them before
they fall behind.

00:01:20.046 --> 00:01:23.346
The 2004 reauthorization
of the Individuals

00:01:23.346 --> 00:01:29.066
with Disabilities Education
Act (PL 108-446) allows states

00:01:29.066 --> 00:01:33.896
to use a process based on a student's
response to research-based interventions

00:01:34.116 --> 00:01:36.946
to determine if the child has
a specific learning disability

00:01:37.156 --> 00:01:38.936
and provide additional supports.

00:01:39.466 --> 00:01:44.266
Although many states have already begun
to implement RtI in the area of reading,

00:01:44.786 --> 00:01:48.226
RtI initiatives for mathematics
are relatively new.

00:01:48.226 --> 00:01:53.646
RtI is a coordinated, multi-tier
intervention system that is grounded

00:01:53.646 --> 00:01:58.146
in high-quality instruction supplemented
by intensive interventions for students

00:01:58.146 --> 00:02:00.306
who may struggle with
reading and mathematics.

00:02:00.996 --> 00:02:03.806
In practice, by using RtI systems,

00:02:04.156 --> 00:02:08.015
districts have reduced inappropriate
referrals to special education,

00:02:08.496 --> 00:02:11.956
especially of ethnic minority
students, low-income students,

00:02:12.346 --> 00:02:15.326
and students who may have
received inadequate instruction.

00:02:16.496 --> 00:02:20.496
In RtI, instructional services
are organized as tiers.

00:02:21.006 --> 00:02:24.836
Typically, RtI has three tiers,
although some systems may have more.

00:02:25.586 --> 00:02:30.456
Tier 1 refers to high-quality
core instruction for all students.

00:02:31.376 --> 00:02:34.886
Tier 2 provides supplemental
small-group instruction focused

00:02:34.886 --> 00:02:37.136
on building foundational
skills for students

00:02:37.136 --> 00:02:40.136
with learning needs either based
on the results of screening

00:02:40.446 --> 00:02:43.376
or weak progress in the
regular classroom.

00:02:43.956 --> 00:02:48.656
Tier 3 usually entails one-on-one
tutoring on a few targeted skills

00:02:48.806 --> 00:02:52.246
for students who have not progressed
after a reasonable amount of time

00:02:52.556 --> 00:02:56.536
in a Tier 2 intervention and
require more intensive assistance.

00:02:56.806 --> 00:03:02.756
RtI systems combine four key components
to improve instruction for all students,

00:03:03.136 --> 00:03:06.626
with intensive interventions
targeted at struggling students.

00:03:07.326 --> 00:03:10.226
Those components are: 1.

00:03:10.846 --> 00:03:14.256
Universal screening for early
detection of difficulties.

00:03:14.446 --> 00:03:19.516
2. Frequent monitoring to determine
whether students are making adequate

00:03:19.516 --> 00:03:21.246
progress in an intervention.

00:03:21.986 --> 00:03:27.146
3. Intensive and systematic instruction
to build foundational skills.

00:03:27.746 --> 00:03:31.936
4. Ongoing analysis of
student performance data

00:03:32.286 --> 00:03:36.896
to differentiate instruction to meet the
changing needs of students in all tiers.

00:03:37.776 --> 00:03:39.956
There are many ways to orchestrate RtI.

00:03:41.056 --> 00:03:44.636
Two panels of nationally
recognized experts were convened

00:03:44.636 --> 00:03:48.146
to review the research and provide
guidance to schools and districts.

00:03:48.556 --> 00:03:53.156
As a result, two practice guides
were created offering findings

00:03:53.156 --> 00:03:58.436
and recommendations for implementing
RtI: a guide to providing interventions

00:03:58.436 --> 00:04:00.936
for primary grade students
struggling with reading,

00:04:00.936 --> 00:04:05.006
and a guide addressing
interventions for assisting elementary

00:04:05.036 --> 00:04:08.636
and middle school students
who struggle with mathematics.

00:04:08.636 --> 00:04:16.476
To learn more about RtI in reading and
mathematics, please visit ies.ed.gov

00:04:16.476 --> 00:04:20.976
to receive a free download
of the practice guides.

00:04:20.976 --> 00:04:33.000
[Music]