Response-to-Intervention Implementation Planning Response-to-Intervention, or RtI, involves evaluating the degree that students (a) master academic material in response to effective instruction and (b) demonstrate appropriate, prosocial behavior in response to effective classroom management.When students are not progressing or “responding,” academically or behaviorally, to effective instructional conditions, RtI includes a functional assessment/problem-solving process to determine the reason(s) for the lack of success, and the implementation of strategic through intensive interventions to help those students progress and be successful.While RtI must be conceptualized within the broader context of school improvement and student mastery, RtI has its most recent roots in IDEA 2004 in those areas specifically addressing students with learning disabilities.
Through its SPRINT (School Prevention, Review, and Intervention Team) process, its Data-based, Functional Assessment Problem-Solving approach, and its strategic intervention process, Project ACHIEVE has been helping schools with RtI procedures for over 25 years. We can help you develop and implement a practical and effective RtI process that is fully compliant with IDEA and, more importantly, able to provide successful early intervention services for your students with academic and behavioral needs and challenges.
For Consultation Support in this Area-- Contact: Dr. Howard M. Knoff
When implementing Project ACHIEVE's Response-to-Intervention (RtI) and SPRINT (School Prevention, Review, and Intervention Team) approaches, the following components and services are emphasized:
* Effective Classroom Instruction * Effective Classroom Management * Data-based Problem Solving * Functional Assessment leading to Strategic Intervention * Early Intervention Services * Academic Interventions at Tier 1, Tier 2, and Tier 3 * Behavioral Interventions at Tier 1, Tier 2, and Tier 3 * Grade-level and Building-level SPRINT Teams * Building-level Resource Analyses, Resource Directories, and Staff Collaboration * Effective Consultation Processes * Co-Teaching and Clinical Supervision * Progress Monitoring, Curriculum- based Assessment and Measurement, and Authentic Assessment * Formative and Summative Evaluation * Applications to Identifying Students with Learning Disabilities * Effective Articulation processes from one year to the next
Project ACHIEVE components have been implemented in over 1,500 schools or districts across the country. The SPRINT (School Prevention, Review, and Intervention Team) and Response-to-Intervention (RtI) component is one of the most-frequently implemented Project ACHIEVE components, along with the Positive Behavioral Self-Management System (PBSS) component. The SPRINT/RtI component is also integrated with the Strategic Planning and Organizational Development, the Effective School and Schooling, and the Evaluation and Outcomes components.
Project ACHIEVE's SPRINT process is the approach being used by the Arkansas Department of Education's (Special Education Unit) State Improvement Grant (SIG) to implement early intervention and RtI services, on-site, to over 40 schools statewide. The Arkansas SIG is a five-year initiative funded by the U.S.Department of Education's Office of Special Education Programs.
Since 1990, Project ACHIEVE's SPRINT/RtI process has been implemented (a) in state initiatives (e.g., Alaska, Florida, Arkansas); (b) in state Educational Cooperative Center or Intermediate Unit initiatives (e.g., Pennsylvania, Ohio, Texas); (c) in large and urban school districts (e.g., Washington, DC, Baltimore, Tampa, San Franscisco, Maryland, Georgia); (d) in small, rural school systems (e.g., Wyoming, Nebraska, West Virginia, South Dakota); (e) in numerous Native American communities (e.g., North Dakota, Arizona, Wyoming, Alaska); (f) in collaboration with other national school reform initiatives (e.g., Core Knowledge); and as part of awarded federal and state grants (e.g., Safe School/Safe Community grants, 21st Century grants, Counseling Services grants).
Professional Background: Dr. Howie Knoff Howard M. Knoff, Ph.D. is the creator and Director of Project ACHIEVE and a full-time national consultant, author, and lecturer.He is also the Director of the State Improvement Grant for the Arkansas Department of Education—Special Education Unit.
Formerly a Professor of School Psychology at the University of South Florida (Tampa, FL) for 18 years and Director of its School Psychology Program for 12 years, Dr. Knoff has over 25 years of experience as a practitioner, consultant, licensed private psychologist, and university professor. Known for his research and writing in organizational change and school reform, consultation and intervention processes, social skills and behavior management training, personality assessment, and professional issues, Dr. Knoff is an author of seven books, including the Stop & Think Social Skills Program (Preschool through Middle School editions) and the Stop & Think Parent Book: A Guide to Children’s Good Behavior.
During his career, with colleagues, Dr. Knoff has been awarded over $10 million in external grants—including a foundation grant from the Metropolitan Life Foundation, and seven grants from the U.S. Department of Education. He is a Fellow of the American Psychological Association, a Nationally Certified School Psychologist through the National Association of School Psychologists, a Licensed Psychologist in Arkansas, and he has been trained in both crisis intervention and mediation processes.Dr. Knoff was the 21st President of the National Association of School Psychologists which now represents over 25,000 school psychologists nationwide. He has published more than 75 articles or book chapters, delivered over 500 papers or workshops nationally, and received numerous awards—including the Lightner Witmer Award from the American Psychological Association's School Psychology Division in 1989 for early career contributions.
