Response to Intervention KnowledgeBase
This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.
The Response to Intervention KnowledgeBase is an online resource supporting educators in understanding and implementing the response to intervention (RTI) model. The National Implementation Research Network (NIRN) has identified four stages in the implementation of evidence-based strategies such as RTI. The first stage is Exploration, and it involves consideration of the essential components of RTI models and the district or school's readiness to implement an RTI model with fidelity. During the second stage, Installation, a district or school selects an RTI model and works actively to put in place all of the supports necessary for implementing the essential components. These supports can include staff member training, policies, implementation guides, forms, assessments, instructional programs, and software. The third stage is Initial Implementation, and it involves implementing the essential components. Initial Implementation can involve just a few components or teachers, and then implementation expands over time. When the majority of teachers are implementing all components of RTI with fidelity, the district or school is in the fourth stage, called Full Implementation. This KnowledgeBase is geared primarily toward those in the Exploration and Installation stages, with some resources for those in the Initial Implementation stage.
Task 1: Be Aware of the History of RTI
Guideline: Possessing a historical perspective of Response to Intervention (RTI) lays the foundation for learning about how, why, and when this multi-level prevention model came about and its effectiveness in improving student achievement. This task provides resources with information on the history of RTI.
This RTI Action Network website features several Response to Intervention (RTI) worksheets, forms, surveys, sample story scripts, and toolkits.
This resource from the former National High School Center discusses four aspects that are recommended to support response to intervention (RTI) efforts at the state, district and school levels, including leadership, data-based decision making, interventions, and professional development. Implementation examples at three high schools in Colorado are also included. Though focused on the state of Colorado, educators in other states may find the content useful when implementing response to intervention in high schools.
This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. The Strategic Instruction Model (SIM) Content Literacy Continuum (CLC) focuses on helping secondary schools develop and sustain comprehensive and integrated literacy programs. Download PDF Download PPT
This 2011 Education Week 'Spotlight on Response to Intervention' Journal examines the roles RTI plays in boosting student achievement, guiding implementation of common core standards, and the related challenges of allocating funding to support district-wide implementation.
The Strategic Instruction Model (SIM) Content Literacy Continuum (CLC) focuses on helping secondary schools develop and sustain comprehensive and integrated literacy programs. This school improvement process is led by a SIM Implementation Team with extensive experience in secondary literacy. The team works with administrators, teachers, and staff to develop and implement a standards-based plan to improve literacy and content area learning tied to student performance on state assessments. Download PPT
As noted at the former Center on Instruction website, "This collaborative report from the Center on Instruction, the National High School Center, and the National Center on Response to Intervention, summarizes what the High School Tiered Interventions Initiative (HSTII) has learned about effective implementation of RTI in high schools."
This link is to a series of webinars on RTI conducted by the High School Tiered Interventions Initiative (HSTII), a collaborative effort among the former Center on Instruction, the Center on Response to Intervention, and the former National High School Center.
Nationally renowned RTI leaders convened in Washington, DC on December 8, 2010 for a robust discussion and debate of successes, persistent challenges, unanswered questions, and recommendations for solutions. The conversation continues on these pages.
- Realizing the Potential of RTI
- How is RTI meeting the needs of struggling learners - students with disabilities
- PowerPoint handout
- RTI and Learning Disabilities Identification
- What is needed to realize RTI's potential?
- Evaluation Report
Stay up-to-date with RTI Action Network’s National Forum webcast series. Listen, watch, and learn from top implementers who have expertise in Response to Intervention. Each Forum features a 90-minute video program that you view from the RTI Action Network web site. All webcasts include PowerPoint slides as well as recommended readings, transcripts, presenter biographies, and suggested discussion questions. On Demand Webcasts are entitled: "Are You Ready for RTI?", "The Role of RTI in LD Identification", "Data-Based Decision Making", "Implementing RTI in Early Childhood Settings", and "RTI-Based SLD Identification Toolkit".
In this RTI Action Network website, several webinars hosted by SchoolsMovingUp are featured when you scroll down to the bottom of the webpage. High school, district administrators, and a project lead/instructional coach share their experiences from four years of implementing the Content Literacy Continuum (CLC), a type of RTI framework, in a rural high school identified for improvement. Viewing the archives requires registration, but registration is free and requires no obligation.
In this free 2014 webinar, the panelists will explore NCLD's new online guide, the RTI-Based Specific Learning Disability Identification Toolkit, to help educators, policymakers, researchers and others gain an understanding of how an Response to Intervention (RTI) process should guide identification. According to NCLD’s executive director, James H. Wendorf, “This toolkit will be of immense help to school teams working with the millions children suspected of having unidentified learning and attention issues each year. Not only does it outline best practices for the special education identification process, but also enables schools to use the identification process itself to gather and use data about the student’s progress to inform and improve instruction and outcomes.”
The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.