http://state.rti4success.org/

In Colorado, RtI was initiated through the Exceptional Student Leadership Unit.  RtI is the single process for identification of specific learning disabilities for Colorado.  Recognizing that RtI is a framework for all teaching and learning, RtI is now directed out of a new office dedicated to RtI and Positive Behavior Support. 

 

The involvement of the Office of Teaching and Learning, where content specialists in math, social studies, the arts, literacy, and educaitonal and instructional technology, is on a collaborative level.  This means the RtI office actively seekins input from other offices within the department. However, at this time, districts have the onus of implementing RtI at the local level with little direct support for mathematics beyond an online progress monitoring course.

 

There has been a grass-roots effort between leaders in mathematics and special education for the past 5 years to come together around struggling learners in math, called the Colorado Metro Math Intervention Team (CoMMIT).  This network has worked to present annual conferences.  Currently, CoMMIT is working to develop screening tools for grades K-2 and diagnostics for rational number.

 

Math Content Specialist:  Melissa Colsman, colsman_m@cde.state.co.us

• Connecticut
• Delaware
• Florida
• Georgia
• Hawaii
• Idaho
• Illinois
• Indiana
• Iowa
• Kansas http://www.kansasmtss.org/
• Kentucky
  http://www.education.ky.gov/kde/instructional+resources/kentucky+system+of+interventions/ This is the main page for Kentucky System of Interventions (KSI). From this page there are links to other information and documents related to KSI (RtI is part of that system). All of the documents together represent the KSI guide. 
   

  The Kentucky System of Interventions (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12. The Kentucky Department of Education (KDE) has developed this guidance document to provide resources in planning and decision making as districts and schools develop a system of intervention to meet the needs of all students. Program consultant: Kim.Willhoite@education.ky.gov Mathematics consultant: robin.hill@education.ky.gov  

• Louisiana
• Maine
• Maryland
• Massachusetts
• Michigan
• Minnesota
• Mississippi
• Missouri
• Montana
• Nebraska:   The NE Department of Education has a contract with the University of Nebraska-Lincoln staff with SPED background to create RtI documents and provide professional development to school districts. RtI in Nebraska has been focused on reading only (Reading First model) thus far but interest of including mathematics was discussed at the last statewide taskforce group.  Documents are not easily accessible unless you are participant in the trainings. http://rtinebraska.unl.edu/index.html.
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• Nevada
• New Hampshire
• New Jersey
• New Mexico
• New York
• North Carolina
• North Dakota
• Ohio
• Oklahoma
• Oregon
• Pennsylvania
• Rhode Island
• South Carolina
• South Dakota
• Tennessee
• Texas
• Utah:  http://www.schools.utah.gov/curr/Math/Sec/documents/Utah's%203%20Tier%20Model%20of%20Mathematics%20Instruction%20for%20web.pdf

The Utah 3-Tier Model of Mathematics Instruction provides a model for delivering high-quality, comprehensive mathematics instruction for all students from kindergarten through high school. The model provides a framework for teachers and administrators as they seek to provide quality instruction and targeted interventions that lead to

proficiency in and understanding of mathematics. The model is composed of three tiers, or levels, of instruction. The model includes guidance in curriculum, instruction, assessment, teacher quality, resources, scheduling, settings, and relationships with community and home.

 

This model was developed by a team of mathematics educators and leaders, special educators, and administrators under the direction of the Utah State Office of Education.  Although RtI fits into the model, the 3-Tier Model of Mathematics Instruction is not an RtI model.

 

Mathematics Specialist:  Diana Suddreth diana.suddreth@schools.utah.gov

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• Vermont
• Virginia http://www.doe.virginia.gov/instruction/response_intervention/index.shtml
• The Virginia Department of Education (VDOE) launched its RTI initiative with statewide institutes in Roanoke in November 2007 and in Newport News in December 2007. A third institute convened April 1-2, 2008, in Fredericksburg. The Virginia RTI guidance document, Responsive Instruction: Refining Our Work of Teaching All Children, was disseminated in Fall 2007 and sent to all school divisions in our state.
• In February 2008, the department announced plans for up to sixteen RTI pilot schools in Virginia for the 2008-2009 school year. The pilot sites are listed below. RTI training with selected school divisions begins in July 2008.
• VDOE will continue to provide RTI technical assistance and professional development to all school divisions as we move forward to ensure that each child in Virginia receives a quality education that is responsive to each individual’s needs.
• Fact Sheet: Response to Intervention (RtI): Parent Notification (PDF)
• Washington
• West Virginia
• Wisconsin
• Wyoming