This document outlines Molly Carl's RTI model created for her ED 670 class. It provides an introduction stating the need for implementing multiple research-based assessment tools to provide data on student progress. It then describes plans for internal and external implementation of the RTI program. For internal implementation, it details staff training to identify individual student needs using relevant assessments. For external implementation, it discusses informing parents about changes through letters and later sharing student success data with stakeholders.

2. RTI Model

3. RTI Model
Created by Molly M. Carl

4. RTI Model
Created by Molly M. Carl
ED 670

5. RTI Model
Created by Molly M. Carl
ED 670
Prof. Schultz

6. RTI Model
Created by Molly M. Carl
ED 670
Prof. Schultz
7‐19‐2010

8. IntroducBon

9. IntroducBon
• InformaBon gathered through staff survey indicates that there
is an imminent need for the organizaBon and implementaBon
of mulBple high‐quality (research‐based) assessment tools to
be used in order to provide staff with data regarding student
progress.

10. IntroducBon
• InformaBon gathered through staff survey indicates that there
is an imminent need for the organizaBon and implementaBon
of mulBple high‐quality (research‐based) assessment tools to
be used in order to provide staff with data regarding student
progress.
• As a school we will conBnue to implement an RTI (Response to
IntervenBon) program kindergarten to fiQh grade.

11. IntroducBon
• InformaBon gathered through staff survey indicates that there
is an imminent need for the organizaBon and implementaBon
of mulBple high‐quality (research‐based) assessment tools to
be used in order to provide staff with data regarding student
progress.
• As a school we will conBnue to implement an RTI (Response to
IntervenBon) program kindergarten to fiQh grade.
• RTI provides for the use of common assessments amongst the
grade‐level(s) . Subsequently it provides for professional
conversaBon and sharing of ideas and curricular tools.

12. ImplementaBon Plan: Internal

13. ImplementaBon Plan: Internal
Objec&ve:

14. ImplementaBon Plan: Internal
Objec&ve:
IdenBfy the needs of each individual learner by training staff to implement
and analyze relevant assessments in order to gain a complete picture of the
learning needs of each student.

15. ImplementaBon Plan: Internal
Objec&ve:
IdenBfy the needs of each individual learner by training staff to implement
and analyze relevant assessments in order to gain a complete picture of the
learning needs of each student.
Ac&on:

16. ImplementaBon Plan: Internal
Objec&ve:
IdenBfy the needs of each individual learner by training staff to implement
and analyze relevant assessments in order to gain a complete picture of the
learning needs of each student.
Ac&on:
Provide all school staff with training that answers the following quesBons:

17. ImplementaBon Plan: Internal
Objec&ve:
IdenBfy the needs of each individual learner by training staff to implement
and analyze relevant assessments in order to gain a complete picture of the
learning needs of each student.
Ac&on:
Provide all school staff with training that answers the following quesBons:
•What will RTI look like in our building in years to come?

18. ImplementaBon Plan: Internal
Objec&ve:
IdenBfy the needs of each individual learner by training staff to implement
and analyze relevant assessments in order to gain a complete picture of the
learning needs of each student.
Ac&on:
Provide all school staff with training that answers the following quesBons:
•What will RTI look like in our building in years to come?
•What assessments are going to be used to idenBfy struggling learners?

19. ImplementaBon Plan: Internal
Objec&ve:
IdenBfy the needs of each individual learner by training staff to implement
and analyze relevant assessments in order to gain a complete picture of the
learning needs of each student.
Ac&on:
Provide all school staff with training that answers the following quesBons:
•What will RTI look like in our building in years to come?
•What assessments are going to be used to idenBfy struggling learners?
Accountability:

20. ImplementaBon Plan: Internal
Objec&ve:
IdenBfy the needs of each individual learner by training staff to implement
and analyze relevant assessments in order to gain a complete picture of the
learning needs of each student.
Ac&on:
Provide all school staff with training that answers the following quesBons:
•What will RTI look like in our building in years to come?
•What assessments are going to be used to idenBfy struggling learners?
Accountability:
Teachers will be held responsible for documenBng student progress three
Bmes per year using the appropriate assessments as idenBfied for their
grade‐level by administraBon.

21. Example of staff communicaBon
Dear Teachers and Staff,
Outlined is a calendar of events with specific data regarding the topics that will be discussed at
our upcoming professional development on RTI.
Day 1: Day 2:
Meet 8:30 am‐ RTI Overview Meet 8:30‐ Q&A un&l 9:00
•Examine the vision and mission of our schools RTI program 9:00‐ DIBELS data analysis
•Define RTI •All staff will analyze DIBELS data in order to clarify
* Answer quesBons about implementaBon misconcepBons and gain confidence using this informaBon to
Lunch idenBfy specified learner needs.
12:30‐ Discovery Educa&on Training Lunch
*Staff introducBon to online assessments 12:30‐ Breakout sessions
* PracBce analyzing data and using the tools DE provides to *Sessions will be divided into the following groups: K, 1‐2, 3‐4,
help students. 5‐6, 7‐8
*Each group will examine DIBELS comprehension data relevant
to the grade level(s) they instruct.
Please feel free to contact me with any quesBons or concerns.
Thank you,
Molly Carl

22. ImplementaBon Plan: External

23. ImplementaBon Plan: External
• Provide parents with a le`er that outlines the changes they will see
in the school building and the specifics of the new RTI program that
they may hear about from their students. It will also explain
documentaBon and data that may come home to parents so that
they are aware of the relevance of these documents before they see
them.

24. ImplementaBon Plan: External
• Provide parents with a le`er that outlines the changes they will see
in the school building and the specifics of the new RTI program that
they may hear about from their students. It will also explain
documentaBon and data that may come home to parents so that
they are aware of the relevance of these documents before they see
them.
• Once the RTI program is up and running there would be an
opportunity to engage other stakeholders by providing data that
details student improvements to the local media as well as sharing
the success of student groups with board members.

25. Example of external communicaBon
Dear Parents,
As the school year kicks off we would like to share some exciBng news about an amazing program called RTI
(Response to IntervenBon) that we are going to be conBnuing to use to help our students grow as readers.
Response to IntervenBon or RTI is a way to individualize your student’s school experience. By using data that is
collected three Bmes per year and combining it with data that is collected bi‐monthly, or weekly, teachers are able
to pinpoint areas that students excel and areas that are in need of reinforcement. By idenBfying these areas early
on, students are able to receive intense instrucBon and remain on the pathway to success. Please keep an eye out
for more detailed descripBons of your child’s RTI experience. You may find that you receive a variety of test scores
and data that come home. Your child’s teacher will send home explanaBons, but if you ever have a quesBon please
don’t hesitate to ask. We are excited to share your student’s success with you!
Please feel free to contact me at any Bme with quesBons and/or comments. I greatly appreciate the support
you provide at home.
Your partner in educaBon,
Molly M. Carl

26. Our School’s RTI Vision and Mission

27. Our School’s RTI Vision and Mission
RTI Vision:

28. Our School’s RTI Vision and Mission
RTI Vision:
Provide rigorous instrucBon tailored to individual
learning needs in order to provide an opBmal
environment for all students to succeed.

29. Our School’s RTI Vision and Mission
RTI Vision:
Provide rigorous instrucBon tailored to individual
learning needs in order to provide an opBmal
environment for all students to succeed.
RTI Mission:

30. Our School’s RTI Vision and Mission
RTI Vision:
Provide rigorous instrucBon tailored to individual
learning needs in order to provide an opBmal
environment for all students to succeed.
RTI Mission:
UBlize high quality, research based assessments
and instrucBonal strategies to best meet the
needs of every learner.

31. Think Bme…

32. Think Bme…
• Visualize: If you could have an ouhit custom
made to fit you what would it look like? Turn to
your neighbor and tell them what it would look
like in 1 minute.

33. Think Bme…
• Visualize: If you could have an ouhit custom
made to fit you what would it look like? Turn to
your neighbor and tell them what it would look
like in 1 minute.
• No two people are exactly the same. We don’t
just desire variaBons, we need them to have an
opBmal experience.

35. RTI-
It’s not a foreign language.

36. RTI-
It’s not a foreign language.
What is it?

37. RTI-
It’s not a foreign language.
What is it?
• Response to IntervenBon is a flexible program designed to provide students with the help they
need as individuals.

38. RTI-
It’s not a foreign language.
What is it?
• Response to IntervenBon is a flexible program designed to provide students with the help they
need as individuals.
• This program (or a similar format) has been around for decades. In 2004 the IDEA statute provided
it as an opBon to schools in the course of idenBfying a student with SLD. This will not, however, be
the program’s primary use here at our school. Instead this program will be used to remediate any
learner who displays a need for intervenBon through universal assessment. These students will be
general educaBon students who may or may not need/receive the help of Title 1 staff. Special
educaBon students will be engaged by special educaBon instructors at the Bme of RTI.

39. RTI-
It’s not a foreign language.
What is it?
• Response to IntervenBon is a flexible program designed to provide students with the help they
need as individuals.
• This program (or a similar format) has been around for decades. In 2004 the IDEA statute provided
it as an opBon to schools in the course of idenBfying a student with SLD. This will not, however, be
the program’s primary use here at our school. Instead this program will be used to remediate any
learner who displays a need for intervenBon through universal assessment. These students will be
general educaBon students who may or may not need/receive the help of Title 1 staff. Special
educaBon students will be engaged by special educaBon instructors at the Bme of RTI.
• According to W. David Tilly III, PhD, Coordinator of Assessment Services, Heartland Area Educa?on
Agency, Johnston, Iowa

40. RTI-
It’s not a foreign language.
What is it?
• Response to IntervenBon is a flexible program designed to provide students with the help they
need as individuals.
• This program (or a similar format) has been around for decades. In 2004 the IDEA statute provided
it as an opBon to schools in the course of idenBfying a student with SLD. This will not, however, be
the program’s primary use here at our school. Instead this program will be used to remediate any
learner who displays a need for intervenBon through universal assessment. These students will be
general educaBon students who may or may not need/receive the help of Title 1 staff. Special
educaBon students will be engaged by special educaBon instructors at the Bme of RTI.
• According to W. David Tilly III, PhD, Coordinator of Assessment Services, Heartland Area Educa?on
Agency, Johnston, Iowa
RTI, stated simply, has three general components:

41. RTI-
It’s not a foreign language.
What is it?
• Response to IntervenBon is a flexible program designed to provide students with the help they
need as individuals.
• This program (or a similar format) has been around for decades. In 2004 the IDEA statute provided
it as an opBon to schools in the course of idenBfying a student with SLD. This will not, however, be
the program’s primary use here at our school. Instead this program will be used to remediate any
learner who displays a need for intervenBon through universal assessment. These students will be
general educaBon students who may or may not need/receive the help of Title 1 staff. Special
educaBon students will be engaged by special educaBon instructors at the Bme of RTI.
• According to W. David Tilly III, PhD, Coordinator of Assessment Services, Heartland Area Educa?on
Agency, Johnston, Iowa
RTI, stated simply, has three general components:
(1) it is a logical structure for allocaBng precious instrucBonal resources efficiently and targeBng
them specifically to student needs—all student needs

42. RTI-
It’s not a foreign language.
What is it?
• Response to IntervenBon is a flexible program designed to provide students with the help they
need as individuals.
• This program (or a similar format) has been around for decades. In 2004 the IDEA statute provided
it as an opBon to schools in the course of idenBfying a student with SLD. This will not, however, be
the program’s primary use here at our school. Instead this program will be used to remediate any
learner who displays a need for intervenBon through universal assessment. These students will be
general educaBon students who may or may not need/receive the help of Title 1 staff. Special
educaBon students will be engaged by special educaBon instructors at the Bme of RTI.
• According to W. David Tilly III, PhD, Coordinator of Assessment Services, Heartland Area Educa?on
Agency, Johnston, Iowa
RTI, stated simply, has three general components:
(1) it is a logical structure for allocaBng precious instrucBonal resources efficiently and targeBng
them specifically to student needs—all student needs
(2) it is a commitment to use the best findings from our current and emerging knowledge base
(scienBfic research) as we go about our instrucBon; and

43. RTI-
It’s not a foreign language.
What is it?
• Response to IntervenBon is a flexible program designed to provide students with the help they
need as individuals.
• This program (or a similar format) has been around for decades. In 2004 the IDEA statute provided
it as an opBon to schools in the course of idenBfying a student with SLD. This will not, however, be
the program’s primary use here at our school. Instead this program will be used to remediate any
learner who displays a need for intervenBon through universal assessment. These students will be
general educaBon students who may or may not need/receive the help of Title 1 staff. Special
educaBon students will be engaged by special educaBon instructors at the Bme of RTI.
• According to W. David Tilly III, PhD, Coordinator of Assessment Services, Heartland Area Educa?on
Agency, Johnston, Iowa
RTI, stated simply, has three general components:
(1) it is a logical structure for allocaBng precious instrucBonal resources efficiently and targeBng
them specifically to student needs—all student needs
(2) it is a commitment to use the best findings from our current and emerging knowledge base
(scienBfic research) as we go about our instrucBon; and
(3) it is a commitment to use a logical, decision‐making framework to guide our instrucBon (this
has been variously referred to as data‐based decision making or the problem solving method).

44. 1

45. 1
It is a logical structure for alloca&ng precious instruc&onal resources
efficiently and targe&ng them specifically to student needs—all student
needs.

46. 1
It is a logical structure for alloca&ng precious instruc&onal resources
efficiently and targe&ng them specifically to student needs—all student
needs.
• As a school we want to use staff, curriculum, and Bme as efficiently as
possible.

47. 1
It is a logical structure for alloca&ng precious instruc&onal resources
efficiently and targe&ng them specifically to student needs—all student
needs.
• As a school we want to use staff, curriculum, and Bme as efficiently as
possible.
• IdenBfying the specific areas of strength and weakness that each student
has allows us to pool resources and best instruct the learner at his/her
level.

48. 1
It is a logical structure for alloca&ng precious instruc&onal resources
efficiently and targe&ng them specifically to student needs—all student
needs.
• As a school we want to use staff, curriculum, and Bme as efficiently as
possible.
• IdenBfying the specific areas of strength and weakness that each student
has allows us to pool resources and best instruct the learner at his/her
level.
• Every student has strengths and weaknesses. Through data analysis we are
able to understand our learners and provide them with early intervenBons
in areas that they struggle personally. By involving mulBple staff we
increase our knowledge base, our curricular resource base, and our
instrucBonal availability. Each of these has the potenBal to increase student
learning.

49. Think Bme…

50. Think Bme…
• Think of one curriculum resource you have
shared with a colleague. Who benefi`ed from
your sharing?

51. Think Bme…
• Think of one curriculum resource you have
shared with a colleague. Who benefi`ed from
your sharing?
• The students!

52. 2

53. 2
It is a commitment to use the best findings from our current and emerging
knowledge base (scien&fic research) as we go about our instruc&on.

54. 2
It is a commitment to use the best findings from our current and emerging
knowledge base (scien&fic research) as we go about our instruc&on.

55. 2
It is a commitment to use the best findings from our current and emerging
knowledge base (scien&fic research) as we go about our instruc&on.
• As teachers develop their own personal understanding of best pracBces and
educaBonal theory, RTI becomes a plahorm that allows them to share their
knowledge.

56. 2
It is a commitment to use the best findings from our current and emerging
knowledge base (scien&fic research) as we go about our instruc&on.
• As teachers develop their own personal understanding of best pracBces and
educaBonal theory, RTI becomes a plahorm that allows them to share their
knowledge.
• As a school we have selected tools that are research based and designed
for opBmal student success. By sharing these tools and exploring opBons
for curricular implementaBon we become a stronger educaBonal team.

57. 2
It is a commitment to use the best findings from our current and emerging
knowledge base (scien&fic research) as we go about our instruc&on.
• As teachers develop their own personal understanding of best pracBces and
educaBonal theory, RTI becomes a plahorm that allows them to share their
knowledge.
• As a school we have selected tools that are research based and designed
for opBmal student success. By sharing these tools and exploring opBons
for curricular implementaBon we become a stronger educaBonal team.
• Sharing ideas between grade‐levels, with experts such as the OT, speech‐
pathologist, and reading intervenBonist allows teachers to expand their
repertoire of educaBonal tools in order to ensure student success.

58. 3

59. 3
It is a commitment to use a logical, decision‐making framework to guide
our instruc&on (this has been variously referred to as data‐based decision
making or the problem solving method).

60. 3
It is a commitment to use a logical, decision‐making framework to guide
our instruc&on (this has been variously referred to as data‐based decision
making or the problem solving method).

61. 3
It is a commitment to use a logical, decision‐making framework to guide
our instruc&on (this has been variously referred to as data‐based decision
making or the problem solving method).
• Through the uBlizaBon of research based assessments such as the NWEA
and DIBELS we are able to provide students with relevant feedback
concerning their progress.

62. 3
It is a commitment to use a logical, decision‐making framework to guide
our instruc&on (this has been variously referred to as data‐based decision
making or the problem solving method).
• Through the uBlizaBon of research based assessments such as the NWEA
and DIBELS we are able to provide students with relevant feedback
concerning their progress.
• As educators we can use the informaBon that the data tells us to make
important choices regarding student grouping, group focus topics, and to
set individual student goals.

63. 3
It is a commitment to use a logical, decision‐making framework to guide
our instruc&on (this has been variously referred to as data‐based decision
making or the problem solving method).
• Through the uBlizaBon of research based assessments such as the NWEA
and DIBELS we are able to provide students with relevant feedback
concerning their progress.
• As educators we can use the informaBon that the data tells us to make
important choices regarding student grouping, group focus topics, and to
set individual student goals.
• Students will be assessed universally (everyone) three Bmes per year, as
well as having bi‐monthly assessments that will track progress and further
explore the strengths and weaknesses of each individual.

64. 3
It is a commitment to use a logical, decision‐making framework to guide
our instruc&on (this has been variously referred to as data‐based decision
making or the problem solving method).
• Through the uBlizaBon of research based assessments such as the NWEA
and DIBELS we are able to provide students with relevant feedback
concerning their progress.
• As educators we can use the informaBon that the data tells us to make
important choices regarding student grouping, group focus topics, and to
set individual student goals.
• Students will be assessed universally (everyone) three Bmes per year, as
well as having bi‐monthly assessments that will track progress and further
explore the strengths and weaknesses of each individual.
• By allowing the data to drive instrucBon we are creaBng an environment
that promotes the highest level of achievement for every student.

65. Think Bme…

66. Think Bme…
• Take two minutes to discuss any new ideas that
you have about RTI with a neighbor. If you
come up with a quesBon please feel free to
share it with the group when we convene.

67. Think Bme…
• Take two minutes to discuss any new ideas that
you have about RTI with a neighbor. If you
come up with a quesBon please feel free to
share it with the group when we convene.
• QuesBons???

68. How will this look?

69. How will this look?
• Our building will implement RTI five days a week.

70. How will this look?
• Our building will implement RTI five days a week.
• Students who are idenBfied LD, those seeing the
reading intervenBonist, and those who are
idenBfied as needing reinforcement in a parBcular
reading skill, will meet in small groups for 30
minutes of intense reading instrucBon.

71. How will this look?
• Our building will implement RTI five days a week.
• Students who are idenBfied LD, those seeing the
reading intervenBonist, and those who are
idenBfied as needing reinforcement in a parBcular
reading skill, will meet in small groups for 30
minutes of intense reading instrucBon.
• Students remaining in the classroom will
experience small groups and guided reading with a
parapro.

72. How will this look?
• Our building will implement RTI five days a week.
• Students who are idenBfied LD, those seeing the
reading intervenBonist, and those who are
idenBfied as needing reinforcement in a parBcular
reading skill, will meet in small groups for 30
minutes of intense reading instrucBon.
• Students remaining in the classroom will
experience small groups and guided reading with a
parapro.
• All students are grouped based on data available

73. Think Bme…

74. Think Bme…
• Consider the obstacles you can think of to
successful implementaBon.

75. Think Bme…
• Consider the obstacles you can think of to
successful implementaBon.
• Hand up, stand up, walk around the room.

76. Think Bme…
• Consider the obstacles you can think of to
successful implementaBon.
• Hand up, stand up, walk around the room.
• Hi‐five the person closest to you when I say
stop.

77. Think Bme…
• Consider the obstacles you can think of to
successful implementaBon.
• Hand up, stand up, walk around the room.
• Hi‐five the person closest to you when I say
stop.
• Share obstacles and discuss strategies for
reducing problemaBc situaBons.

78. What assessments are we going to use?

79. What assessments are we going to use?
• PASI/ PSI: The Phonological Awareness Screener for IntervenBon (PASI) and the
Phonics Screener for IntervenBon (PSI) are tools that are designed to assess student
achievement. The results show strengths and deficits so that educators are able to
easily target areas of need for any parBcular student and address them.

80. What assessments are we going to use?
• PASI/ PSI: The Phonological Awareness Screener for IntervenBon (PASI) and the
Phonics Screener for IntervenBon (PSI) are tools that are designed to assess student
achievement. The results show strengths and deficits so that educators are able to
easily target areas of need for any parBcular student and address them.

81. What assessments are we going to use?
• PASI/ PSI: The Phonological Awareness Screener for IntervenBon (PASI) and the
Phonics Screener for IntervenBon (PSI) are tools that are designed to assess student
achievement. The results show strengths and deficits so that educators are able to
easily target areas of need for any parBcular student and address them.
• DE Assessments: Discovery EducaBon has developed computerized assessments
that are based on the Common Core Standards. The assessments generate easy to
read reports and are followed by recommendaBons and resources that allow
educators to address individual needs.

82. What assessments are we going to use?
• PASI/ PSI: The Phonological Awareness Screener for IntervenBon (PASI) and the
Phonics Screener for IntervenBon (PSI) are tools that are designed to assess student
achievement. The results show strengths and deficits so that educators are able to
easily target areas of need for any parBcular student and address them.
• DE Assessments: Discovery EducaBon has developed computerized assessments
that are based on the Common Core Standards. The assessments generate easy to
read reports and are followed by recommendaBons and resources that allow
educators to address individual needs.

83. What assessments are we going to use?
• PASI/ PSI: The Phonological Awareness Screener for IntervenBon (PASI) and the
Phonics Screener for IntervenBon (PSI) are tools that are designed to assess student
achievement. The results show strengths and deficits so that educators are able to
easily target areas of need for any parBcular student and address them.
• DE Assessments: Discovery EducaBon has developed computerized assessments
that are based on the Common Core Standards. The assessments generate easy to
read reports and are followed by recommendaBons and resources that allow
educators to address individual needs.
• DIBELS: The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of
procedures and measures for assessing the acquisiBon of early literacy skills from
kindergarten through sixth grade. They are designed to be short (one minute)
fluency measures used to regularly monitor the development of early literacy and
early reading skills.

84. What assessments are we going to use?
• PASI/ PSI: The Phonological Awareness Screener for IntervenBon (PASI) and the
Phonics Screener for IntervenBon (PSI) are tools that are designed to assess student
achievement. The results show strengths and deficits so that educators are able to
easily target areas of need for any parBcular student and address them.
• DE Assessments: Discovery EducaBon has developed computerized assessments
that are based on the Common Core Standards. The assessments generate easy to
read reports and are followed by recommendaBons and resources that allow
educators to address individual needs.
• DIBELS: The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of
procedures and measures for assessing the acquisiBon of early literacy skills from
kindergarten through sixth grade. They are designed to be short (one minute)
fluency measures used to regularly monitor the development of early literacy and
early reading skills.

85. What assessments are we going to use?
• PASI/ PSI: The Phonological Awareness Screener for IntervenBon (PASI) and the
Phonics Screener for IntervenBon (PSI) are tools that are designed to assess student
achievement. The results show strengths and deficits so that educators are able to
easily target areas of need for any parBcular student and address them.
• DE Assessments: Discovery EducaBon has developed computerized assessments
that are based on the Common Core Standards. The assessments generate easy to
read reports and are followed by recommendaBons and resources that allow
educators to address individual needs.
• DIBELS: The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of
procedures and measures for assessing the acquisiBon of early literacy skills from
kindergarten through sixth grade. They are designed to be short (one minute)
fluency measures used to regularly monitor the development of early literacy and
early reading skills.
• AddiBonal informaBon and training will be presented on each of these as well as

86. ParBng thought:
The road to success is do`ed with many tempBng
parking places. ~Author Unknown
…we will keep on driving unBl we reach the
desBnaBon of student success!