The NCRTI District RTI Capacity and Implementation Rubric and Worksheet is for use by individuals responsible for monitoring district-level capacity to support the implementation of RTI and implementation integrity of district-wide RTI. The purpose of this worksheet is to provide a framework for collecting relevant information and for recording a district’s rating on various items related to district capacity to support district-wide implementation of RTI and the fidelity of RTI implementation.
Districts may use the rubric and accompanying worksheet for self-appraisal; NCRTI did not design them for compliance monitoring, however, and therefore districts should not use them for this purpose.
NCRTI designed the rubric and worksheet for use together and has aligned them with the Center’s stages on RTI implementation and the essential components of RTI.
Watch the recording and view the presentation slides (see below) that were presented by Dr. Heistad. At this webinar, universal screening measures, their use, and how to establish district benchmarks were described. Real-life examples and resources from schools using universal screening measures were also presented.
This webinar discusses Pennsylvania's use of response to instruction and intervention as a method for determining specific learning disabilities, elaborating on the mission of the Pennsylvania Training and Technical Assistant Network (PaTTan). This network support the efforts and initiatives of the Bureau of Special Education and builds the capacity of local education agencies to serve students who receive special education services. A number of administrators, educators, and coordinators in the state provide their perspectives on this initiative and give details on the state's revised application process for schools seeking to implement RtII.
The National Center on RTI in partnership with the Colorado Department of Education presents a webinar highlighting recent changes to the eligibility criteria and identification process for identifying Colorado students as having specific learning disabilities. Candy Myers of the Colorado Department of Education gives an overview of the state’s revised SLD eligibility criteria and the timeline for implementation, focusing specifically on areas that have been affected by the shift in Colorado’s criteria.
The National Center on RTI in partnership with the Colorado Department of Education presents a webinar highlighting recent changes to the eligibility criteria and identification process for identifying Colorado students as having specific learning disabilities. Candy Myers of the Colorado Department of Education gives an overview of the state’s revised SLD eligibility criteria and the timeline for implementation, focusing specifically on areas that have been affected by the shift in Colorado’s criteria.
The National Center on RTI in partnership with the Idaho’s State Department of Education and Boise State University presents a webinar discussing Idaho’s specific learning disability (SLD) criteria. The webinar illustrates the deliberate and continued collaboration among various programs in the SEA in the design, development, and implementation of Idaho’s SLD eligibility process.
This webinar, presented by Dr. Lynn Fuchs, is the third in the series of webinars on RTI and learning disability identification. In this webinar, Dr. Fuchs discusses decision making in RTI, specifically, how to determine responsiveness to secondary prevention.
In this 45 minutes webinar, Dr. Danielson discusses questions submitted to the U.S. Department of Education, Office of Special Education Programs, regarding the use of RTI in comprehensive evaluation and identification of learning disabilities. The letters discussed can be found below. View this webinar from our website at your convenience or download it to your mp3 player or other device to watch on the go.
In this 15 minute webinar, Dr. Danielson addresses the regulatory requirements related to comprehensive evaluations and learning disability identification. View this webinar from our website at your convenience or download it to your mp3 player or other device to watch on the go.
In this webinar Dr. Tessie Rose Bailey, an NCRTI technical assistance provider, provides an overview of the essential components of RTI including screening, progress monitoring, a school-wide, multi-level prevention system, and data-based decision making. Watch the webinar on our website at any time that works best for you, or you can download it to your I-pod or other device to watch on the go.
In this webinar, Dr. Amy Elledge provides an overview of the process of data-based decision making and the different types of decisions that can be made with screening and progress monitoring data in order to identify students in need of additional instruction and assessment, evaluate the effectiveness of the core curriculum, allocate resources, evaluate the effectiveness of instruction and interventions for specific populations, and identify students for special education evaluation. After watching the webinar, e-mail us your questions at RTIWebinars@air.org
Follow-up Live Online Chat
A live online chat focused on “The Essential Components of RTI: Data-based Decision Making” took place on February 24th from 2:00 – 3:00pm Eastern. Dr. Elledge answered the questions you submitted via e-mail as well as any additional questions that came up during the online chat.
This webinar, led by Dr. Daryl Mellard and Sara Prewett, provided an overview of current RTI practices in middle schools across the nation. The webinar also included information about how selected schools are implementing RTI in the middle grades.
Topics discussed include: implementation and the planning process, common practices in screening, progress monitoring, and tiered instruction, staff preparation, data-based decision making, challenges, and next steps for RTI implementation in secondary settings.
This webinar, led by Dr. Julie Esparza Brown, Dr. Amanda Sanford, and Erin Lolich focused on improving educational outcomes for ELLs through culturally and linguistically responsive implementation of an RTI framework in the area of elementary reading. Specifically, it discussed critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success.
In this month's webinar, Dr. Doug Fuchs, Nicholas Hobbs Professor of Special Education and Human Development and Co-Director of Vanderbilt University's Kennedy Center Reading Clinic, presents a summary of his recent article published in Exceptional Children. Dr. Fuchs details the RTI framework and explains the rationale for next generation RTI practices while summarizing the three aspects of Smart RTI and emphasizing the importance and relevance of tertiary prevention.
Through this module participants will become familiar with the essential components of an RTI framework with a particular focus on universal screening. The module covers basic information on screening, assessments used within an RTI framework, and the necessary skills in order to use screening data to identify students at risk, to conduct basic data analysis using screening data, and to establish a screening process.
While this module can be used alone, it is a part of a series of modules focused on the essential components of Response to Intervention.
This training module was developed for teams implementing a response to intervention (RTI) framework and planning to evaluate their RTI model. This module provides a rationale for conducting an RTI evaluation, information on measuring fidelity of implementation, activities for applying new knowledge, discussion questions for team planning time, and gives examples of tools and data that can be used to measure indicators of RTI success.
The training module, Implementing Effective Literacy Practices for Instructing English Language Learners Within the Response to Intervention (RTI) Framework, provides facilitators with materials to conduct a half-day workshop that can be delivered to teachers, administrators, or district RTI teams. The module reviews the research on effective practices for providing literacy instruction to English language learners (ELLs) and how these practices can be applied within the RTI framework.
This training module was developed for teams implementing a response to intervention (RTI) framework at the middle school level. This module shares information about RTI implementation, essential components, practices, and considerations at the middle school level.
This webinar, led by Dr. Julie Esparza Brown, Dr. Amanda Sanford, and Erin Lolich focused on improving educational outcomes for ELLs through culturally and linguistically responsive implementation of an RTI framework in the area of elementary reading. Specifically, it discussed critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success.
In this month's webinar, Dr. Doug Fuchs, Nicholas Hobbs Professor of Special Education and Human Development and Co-Director of Vanderbilt University's Kennedy Center Reading Clinic, presents a summary of his recent article published in Exceptional Children. Dr. Fuchs details the RTI framework and explains the rationale for next generation RTI practices while summarizing the three aspects of Smart RTI and emphasizing the importance and relevance of tertiary prevention.
The National Center on Response to Intervention (NCRTI) has developed this resource that provides a definition of RTI, reviews essential RTI components, and responds to frequently asked questions.
This document - representing the initial work of the High School Tiered Interventions Initiative (HSTII), a collaborative project of the National Center on Response to Intervention, the National High School Center, and the Center on Instruction - summarizes what HSTII has learned thus far about effective RTI implementation in high schools.
PDF Version
Following confusion around Response to Intervention (RTI) and evaluation and reports to the Office of Special Education Programs (OSEP) that local education agencies (LEAs) might be using RTI strategies to delay or deny evaluation for students suspected of having a disability, OSEP’s Director Melody Musgrove sent a memo to state directors of special education on January 21, 2011.
Specific Learning Disability and Responsiveness to Intervention General Information
The general information in this section covers a broad range of issues and provides a solid background on SLD and RTI. Use these materials to build your own knowledge of these topics, distribute copies to others who need an understanding of these issues, or use the information presented here as the foundation for critical conversations as you prepare to change the SLD determination procedures in your state, district, or school.
This 2006 guide produced by the National Research Center on Learning Disabilities (NRCLD) provides a comprehensive overview of specific learning disabilities (SLD) and policy implementation. This multi-part guide presents seven sections relating to the implementation of a model for SLD identification. It covers needs assessment, implementation, and evaluation and includes guidance documents and tools for assessment and planning. This resource would be of most use to state education agencies looking for a comprehensive guide to SLD and implementation of a plan in their state.
Using descriptive information gathered from middle schools already implementing RTI, the NCRTI has developed this resource to provide information to school, district, and state administrators and staff about how the essential components of RTI might be implemented in middle schools.
This series of briefs on Progress Monitoring comprises four separate documents. The purpose of these progress monitoring briefs is to provide practitioners with guidance to support careful planning and thoughtful practices as part of comprehensive progress monitoring within the Response to Intervention (RTI) framework. By highlighting frequently omitted pieces of the progress monitoring process, we hope we can steer practitioners away from wasted time and poor results.
The purpose of this series of briefs is to help school practitioners develop a deeper understanding of screening. These briefs cover various topics related to screening practices within an RTI framework so that practitioners will better understand the contextual issues that surround them, and enhance their ability to accurately identify at-risk students using these practices.
