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All pages of this wiki were updated Summer of 2011. However, please be aware that general updates are always under development and will be made to the wiki.

Welcome to Responsiveness to Instruction, also known as RtI. RtI is an integrated approach that includes general, remedial and special education. It is based on a tiered model that monitors student progress with different levels of intervention intensity. By providing researched-based intervention to students, monitoring progress on interventions, and using this information to determine who is in need of more intensive services, RtI further builds on the requirements of the No Child Left Behind (NCLB) Act.

Nationally RtI is known as Response to Intervention. North Carolina has chosen to call it Responsiveness to Instruction. Why the difference? Intervention sounds like Special Education. Instruction ties the initiative to student achievement and away from Special Education.

To help support this initiative in the county, there is a District RtI Team. The team consists of: Dr. Robin McCoy (Assistant Superintendent of C & I), Carrie Little (Executive Director of Elementary & Middle Grades Education), George Gregor-Holt (Executive Director of Student Support Services and Exceptional Children), Carlene White (K - 8 Instructional Program Facilitator), Susan Pressley (EC Instructional Program Facilitator), Janice Frazier (Principal of Perry Harrison), Chad Morgan (Principal of Silk Hope), Allison Buckner (Principal of Virginia Cross Elementary), Michelle Daniel (Teacher at Silk Hope), Brittany Lasater (Teacher at Siler City Elementary), Kathryn James Price (EC Teacher at Virginia Cross Elementary), Jeannie Lawrence (Teacher at Pittsboro Elementary), Tammie Eddins (Reading Teacher at Perry Harrison), Helen Atkins (ESL Coordinator), Spencer Register (Secondary Instructional Program Facilitator), Carrie McNally (Psychologist), Natalie Lilley (Psychologist)

Table of Contents

  • General Description
  • Philosophy Behind RtI
  • Link to Federal Initiatives
  • Fall of the IQ Discrepancy Model
  • 5 Steps for Facilitating Change
  • RtI & PLCs
  • Overview of RtI
  • Overview of RtI & Assessments
  • Comprehensive Assessment Plan
  • Overview of Problem-Solving Model
  • Overview of Curriculum-Based Measurement
  • Overview of Progress Monitoring
  • Avoiding Pitfalls of Implementation

  • This is a link to the AIMSweb wiki
  • This wiki contains the following:
    • Administration Directions
    • Scoring Directions
    • Support Materials (including realistic and ambitious growth rates, directions for goal writing, etc.)
    • Training Manuals & PowerPoints for the measures

Tier I
  • Tier I Activities
  • Guiding Questions for Defining Skill & Writing Goals
  • Tier I Intervention Design Criteria
  • Reflective Questions for Decision Making on Tier I
  • Tier I Forms
  • Tier I Form (Intervention Program)

Tier II
  • Tier II Activities
  • Tier II Intervention Design Criteria
  • Reflective Questions for Decision Making on Tier II
  • Tier II Forms
  • Referral Checklist

Tier III
  • Tier III Activities
  • Nine Principles that guide implementation
  • Implementation Steps
  • Tier III Intervention Design Criteria
  • Tier III Forms (including social developmental history & classroom observation)
  • Things to consider for completing the paperwork
  • Intervention Fidelity Checklist
  • Initial Meeting Protocols
  • Sample RtI Team Meeting

Tier IV
  • Steps for moving a student to Tier IV
  • Tier IV Activities
  • Entitlement Description
  • Psychological Report Description
  • Tier IV Forms
  • Checklist for Tier Components

  • Intervention Definition
  • Identifying and Implementing PowerPoint
  • Treatment Integrity

  • Basics of Behavior Difficulties
  • Measuring Behavior
  • PBS Toolkit
  • Behavior Observation Forms
  • Sample behavior contracts and plans
  • Resources

  • Communication Difficulties
  • Interventions for Receptive and Expressive Communication
  • English as a Second Language

  • Literature Findings
  • Assessing Math
  • Intervention Recommendations from What Works Clearinghouse
  • Resources

  • Principles of Reading Instruction
  • Assessing Reading
  • Conversion Guide for Leveled Text
  • Strategies for Struggling Readers
  • Glossary of Reading Terms
  • Guide to Analyzing a Core Reading Program: Grades K-3
  • Planning & Evaluation Tool for Effective School-wide Reading Programs (Adolescents)
  • Resources

Written Expression
  • Required Tasks
  • Areas of Difficulty for Students
  • Written Expression Guide

Progress Monitoring
  • Description of Progress Monitoring
  • Description of CBM
  • CBM assessment areas
  • Links to AIMSweb, DIBELS, & easyCBM
  • Alternative Progress Monitoring Sheet
  • Decision Rules
  • Resources
  • Progress Monitoring Rubrics

Support Materials
  • Steps for receiving a folder
  • Guidelines for Determining Skill & Setting Goal
  • Gap Analysis Worksheet
  • Resources for Learning About Struggling Learners
  • Resources for Learning About Differentiating

  • How to complete Tier I & II paperwork
  • Receiving a Folder
  • Working through Tier III

Parent Information
  • Parent Video
  • Parent Brochure

Explicit Instruction
  • Provides a model of explicit instruction

Administrative Guidelines
  • Storage & Transfer of Records
  • Manifestation Determination Guidelines
  • Parent Request for Evaluation
  • Reevaluation
    • Reevaluation for Developmentally Delayed Students
    • Out of State Transfers
    • Addition of a new area of Learning Disability
    • Reevaluation for change in area
  • 504 & RtI
  • School Implementation Team Description
  • Case Manager Description
  • Team Roles for RtI Team Meeting
  • Checklist for Tier Components
  • Emergency Protocol

Web Page Links
  • Contains links to web pages that contain useful information to assist with RtI implementation, including:
    • NCDPI page on RtI
    • National Center on Response to Intervention
    • National Center on Student Progress Monitoring
    • RtI Action Network
    • National Association of State Directors of Special Education

Current Status
  • Action Steps that will be taken to help with identified needs/concerns
  • Updates from DPI and/or the district
  • This page contains a list of the changes for the current year and/or most recent adjustments.