• What is Response to Instruction & Interventions (RTI)?
    RTI is the practice of providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions (NASDSE, 2005).

    North Wasco County School District - RTIi Handbook (as of August 2017)

    What is the goals for RTI?


    1. Leadership: Build leadership skills in school and district leaders for developing the infrastructure, implementation, accountability and sustainability of an RTI system.

    1. Professional Development: Help districts develop the capacity to identify staff needs and provide the training, coaching, and support necessary to maintain a high level of system implementation and effectiveness.

    1. Instruction: Support districts in providing high quality, effective instruction and interventions matched to student need that raises the achievement of all students in all sub-groups.

    1. Data-Based Decision Making: Support districts in establishing data-based decision making systems and teaming structures that drive an ongoing cycle of instructional improvement.

    1. Assessment Systems: Support districts to develop, use, and maintain assessment systems that improve the quality and effectiveness of instruction, screen students to determine their instructional needs, monitor the progress of students in interventions, and evaluate the implementation integrity of the system overall.

    1. SLD Identification: Support districts in developing the capacity and confidence to make SLD eligibility decisions that are appropriate and meaningful through the RTI process. 

    2. Outreach: Increase statewide awareness and accurate understanding of RTI systems and the benefits to students and educators, and help districts develop their readiness and commitment to implement RTI. 

    How is the RTI model implemented within the schools?

    District Teaming Structures

    • District Leadership Team: (DLT)

      • Who:   The DLT are typically district level staff that have the decision making authority to guide educational practices, establish procedures, and dedicate necessary resources to implement and maintain RTI systems.  The DLT promotes funding, visibility and political support for RTI.  The DLT guides the process but typically does not directly train and support daily implementation.

      • What:

        • Establish the overarching vision
        • Determine priorities
        • Establish policies
        • Make decisions around resource allocation
        • Eliminate obstacles impeding implementation efforts that would impact achieving the vision
        • Guides the District Implementation Team
        • Oversee RTI Handbook
        • Oversee Implementation Plan

    *Examples of DLT members: district level administrators, such as superintendents, assistant superintendents, curriculum directors, SPED directors, district RTI coordinators, state reporters (Title I, II, III, ESEA, CIP) and others depending on a district’s organizational structure and size.

    • District Implementation Team: (DIT)   

      • Who:  The DIT are staff members that have or can develop the knowledge and skills to build staff consensus, develop district RTI structures, and train and coach staff to implement RTI practices.  They receive guidance from the DLT.  

      • What:

    • Develop RTI Handbook
    • Develop Implementation Plan
    • Plan and conduct training/coaching
    • Provide on-going support of implementation efforts
    • Develops and trains the RTI Handbook
        • Typically includes the following types of staff:  Representatives from the following groups: district and building administrators, specialists, special education staff, teacher leaders, and others positioned to guide the implementation process. Usually staff that are willing to engage in this work.  

    • Building/School Implementation Team: (BIT)

      • Who:  The BIT are staff members that have or can develop the knowledge and skills to support RTI implementation in his/her school by communicating, training, and monitoring RTI implementation.  They assess building RTI needs and determine action steps to support the needs while embedding their work into the School Improvement process.

      • What:

        • Conduct training for staff members on RTI processes at their school.
        • Communicate RTI district expectations to staff at their school.

        • Report back to the DIT about what RTI practices are working well and which need more support.

        • Connect RTI work to the School Improvement process.

        • Typically includes the following types of staff: principal, teacher leader representative from the primary and upper grade levels, special education, ESL and Title 1 representatives.  
     Oregon Response to Intervention
    Oregon Response to Intervention website:  www.oregonrti.org