John T. Magee Middle School

Response to

Intervention (RtI) Handbook

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Contents of this Handbook

Overview………………………………………………………………..3-8

What is RtI?..............................................................................3

Purpose of RtI…………………………………………………….3

Explanation of Each Tier………………………………………...3-4

School-Wide Screening…………………...................................4

Treatment Integrity………………………………………………..4

Definition of Intervention and Examples………………………..5

Definition and Examples of Accommodation and Modification…5

Progress Monitoring………………………………………………6

Examples of Progress Monitoring………………………………6-7

Steps in the CMB Process………………………………………9

Written Plan for Intervention……………………………………10

RtI at John T. Magee…What it looks like…………………………..11

The RtI team……………………………………………………...11

Procedures for RtI Flowchart……….………………………….12

Directions for Paperwork at Each Tier….................................13

Checklist Based on Maslow’s Hierarchy of Needs……13

Assessment Summary Form………………………….…14

Academic Concern Sheet………………………………..15

Tier 1 Documentation Form……………………………..16

Additional Resources

Purposes of Three Types of Assessment………………….19

What is Differentiated Instruction?..........................................19

Examples of Interventions for Each Tier……………………..20-22

LD Eligibility Page within the RtI Model………………………23

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OVERVIEW What is RtI? A response to intervention (RtI) model is a framework consisting of 3 tiers for service delivery that is systematic, data-based and focused on identifying and resolving student academic and behavioral difficulties. This is done through the implementation of scientifically based instructional practices that are based upon the individual needs of the student. The RtI model provides the following:

High-quality instruction and intervention that is matched to the student’s individual needs.

Frequent assessment through progress monitoring to make decisions about change in instructional strategies and goals.

Educational decisions, based on the results of progress monitoring, which include intervention selection and possibly placement in special education.

Purpose of RtI: RtI is largely supported by research. Educators and State Boards of Education have adopted this model because it combines the important features of assessment and instruction and addresses many of the limitations currently associated with the IQ-Achievement discrepancy model for LD identification. Students learn the best when their skills and abilities closely match the curriculum and instruction within the classroom. Quality general education instruction usually provides a good match for the majority of students. However, this is not true for all students. The RtI model aides in the early identification of a student who is not responding to the general education curriculum, and provides them with interventions and behavioral supports until they are successful. Explanation of Each Tier: Tier 1: Interventions at this level are referred to as primary interventions and are school-/classroom-wide systems that are in place for all students. This tier should adequately serve about 80% of the student population. The main Tier 1 academic intervention is the general education curriculum. Students remain in Tier 1 throughout the school year unless they are not making adequate progress within the general education curriculum. Tier 1 is characterized by high-quality, scientifically based instruction that occurs in the general education classroom and is implemented by the general education teacher. The use

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of scientifically based programs and practices ensure that student difficulties cannot be attributed to inappropriate or ineffective poor-quality classroom instruction. Tier 2: Interventions at this level are referred to as secondary interventions. These interventions are specialized group systems for at-risk students. This tier should adequately serve about 15% of the population of students within the school, those for whom Tier 1 alone is not enough. When a student is struggling, according to screening or progress monitoring, an appropriate instructional intervention is implemented and progress within that intervention is monitored. Tier 2 interventions are provided in small groups, usually 3-5 students. Progress should be monitored at least every other week, but can be monitored weekly. Tier 2 should provide an intervention 4-5 times per week for 30 minutes each session. The interventions that are used at Tier 2 are to be scientifically based and proven effective with the population that is targeted. Tier 2 interventions can be delivered by the general education teacher as well as the resource teacher or reading specialist. Tier 2 is considered to be a group of interventions that are intended to remediate the student’s deficits and promote participation in the general education curriculum. Tier 3: Interventions at this level are referred to as tertiary interventions. Tertiary interventions are specialized individualized systems for students with intensive needs. This tier should serve about 5 % of the population of students within the school, those for whom Tiers 1 and 2 are not enough. Tier 3 may mean the student receives special education services, but Tier 3 interventions do not automatically mean the student will be assessed and may qualify for special education. Tier 3 interventions are more intensive than Tier 2 interventions and typically involve smaller groups of 2-3 students. Tier 3 interventions should take place for 4-5 days per week for an additional 60 minutes per session, in addition to the general education curriculum. Progress should be monitored at least weekly, but can be monitored up to 3 times per week. School-Wide Screening: Within an RtI model, school-wide screening is used to determine which students might be at-risk and in need of closer monitoring in the general education curriculum. School-wide screening also serves to identify students in need of further assessment and possible inclusion in Tier 2 intervention. It is recommended that schools use school-wide screening, also known as benchmarking, 3 times per school year (fall, winter, spring) in combination with other progress monitoring techniques to identify students who require more intense interventions. AIMSweb and MAP

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testing are both ways that school-wide screening can occur. The data that is collected is compared to grade level criteria which are available for the benchmarks in order to determine what students are not currently on target for their grade level. This data is used, in conjunction with teacher input, to determine what students may be at risk for future academic difficulty. Treatment Integrity What is treatment integrity? Treatment integrity (also known as treatment fidelity) refers to the degree to which intervention is implemented as intended. Treatment integrity is necessary in order to interpret the results and effects of any intervention. How to ensure treatment integrity?

Have explicit instructions and a step-by-step checklist or intervention script.

If any problems or issues arise, ask questions.

Have another staff member observe the intervention implementation and provide feedback.

Intervention: A specific skill-building strategy implemented and monitored to improve a targeted skill (i.e., what is actually known or demonstrated) and to achieve adequate progress in a specific area (academic or behavioral). Scientifically Research-Based Intervention: Specific curriculum that has been proven to be effective for most students. To meet the label of “scientifically based,” the research must:

Employ systematic, empirical methods that draw on observation or experiment;

Involve rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions;

Rely on measurements or observational methods that provide valid data across observations; and

Be accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparatively rigorous, objective, and scientific review.

Examples of Research-Based Interventions in Reading: Math: Read 180 Touch Math System 44 Compass Learning Recipe for Reading Corrective Math Step Up to Writing Math PALS

Accommodation: Tools and procedures that provide equal access to instruction and assessment for student. Accommodations indicate how the content is taught, made accessible or assessed. They are intended to “level the playing field.” Without accommodations, students who are struggling may not be able to access grade level instruction and participate fully on assessments. Examples include:

Reading a test to a student, with no additional help

Allowing extra time to take the same test or complete the same assignments

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Signing an assignment notebook

Breaking down the work into smaller segments, but still expecting all segments to be completed

Staying after school for homework assistance

Preferential seating

Providing an extra set of books to be kept at home

Modification: A change whereby the student is expected to learn something different than the general education standard (i.e., what is expected to be learned). Indicates that what is being taught, the content, is modified. The instructional level or general education benchmarks or number of key concepts to be mastered are changed. Examples include:

Reading a test to a student, and rewording/re-explaining questions on the test

Decreasing multiple choice answers from 4 to 3 options

Shortening a spelling list

Using a different grading scale for a particular student

Reducing homework/number of assignments needed to be completed

Progress Monitoring Progress monitoring is the scientifically based practice of assessing students’ academic performance on a regular basis. It is used to determine the extent to which students are benefiting from classroom instruction and for monitoring the effectiveness of interventions. Progress monitoring should occur at least once per month in Tier 1, but could occur as often as 3 times per week in Tier 3. There are three main purposes of progress monitoring:

1. To determine whether children are profiting appropriately from the instructional program, including the curriculum; 2. To build more effective programs for the children who are not benefitting from the core curriculum or other interventions; and 3. To estimate rates of student improvement.

In an RtI paradigm, progress monitoring assists school teams in making decisions about appropriate levels of intervention (National Center on Student Progress Monitoring, 2006). Progress monitoring tools are especially helpful because they assess specific and targeted skills, are sensitive to small increments of growth over time and can be administered frequently. Progress monitoring tools are also relevant to the development of interventions and instructional strategies for students who are struggling. Progress monitoring can be used for students at any Tier to determine if they are making progress over time.

Examples of Progress Monitoring Tools:

Goal Attainment Scales (GAS):

GAS ratings are a research-based tool that can be used to monitor student progress toward set goals.

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There are set criterion that determine the student’s progress toward a pre-determined goal.

The first step is identifying a goal area.

Next step is to identify a possible outcome for the goal. Outcomes should be specific and where possible expressed as a behavioral or academic statement or something that is observable and/or measurable.

Start with the most likely outcome. This is what you would reasonably expect to occur within the time frame agreed and indicates success. This is recorded as 0.

Then describe what would be a higher level of success, or better outcome (+1) and an even higher level or better outcome (+2). Then do the same for lower levels of success (-1) and (-2).

At the end of the agreed time frame the level of achievement is reviewed. If the goal was realistic and the student made progress towards their goal, you would expect most outcomes to be the 0 result or higher.

When you measure goal attainment you mark the box which matches the outcome achieved, then add up the scores for each goal. This total is the GAS.

Example GAS Rating:

Name:

Review date:

Goal: Self esteem

Much more than expected (+2) Expresses realistic positive feelings about self

More than expected (+1) Expresses more positive than negative feelings about self

Most likely outcome (0) Expresses equally both positive and negative feelings about self

Less than expected outcome (-1) Expresses more negative than positive feelings about self

Much less than expected outcome (-2) Expresses only negative feelings about self

Curriculum-Based Measures (CBM):

CBM’s are a way to progress monitor academic skills.

With curriculum-based measurement (CBM):

Skills can be taught in any logical order. Growth in all skills is tracked over the entire year. Each test (also called a probe) includes sample items from every skill taught across

the academic year. Students' success is based on individual goals, rather than a pre-set group criterion. Each probe tests prior material, checking for the retention of previously taught skills. Probes, administration, and scoring are standardized to produce reliable and valid

scores.

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The following is an example of how to implement CBMs and utilize the results:

Curriculum-Based Measurement Probe

Example: Ms. Begay's fourth-grade class is using the math curriculum adopted by the district. Each unit introduces a new skill, which becomes progressively more difficult throughout the year. Ms. Begay would like to track each student's progress across the year. She tests her students weekly on math skills that will be covered throughout the year by selecting sample math problems from each unit. A comparable set of problems will be represented on each weekly test. Ms. Begay modifies her instructional strategies when students have difficulty with the material that has already been covered. She determines a performance goal for her students using a standard benchmark for fourth-grade students in combination with each student's initial test scores. The probe to the right is the one that Ms. Begay will administer this week while she is teaching her students about 2 x 3 multiplication problems.

**AIMSWEB and DIBELS are examples of programs that have progress monitoring CBM probes available for use. **An additional website for CBM probes is: http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php

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Steps in the CBM Process To implement curriculum-based measurement, a teacher uses the following steps.

Step 1: Create or select appropriate tests (called probes) for the student's grade and skill level. Each probe contains different but equivalent items and assesses skills taught from the beginning of the year to those taught at the end of the year. As the year progresses, students should get more items correct on each subsequent probe.

Step 2: Administer and score probes at regular intervals (i.e.: weekly, bi-weekly, or monthly). Probes are administered and scored the same way every time to ensure that the scores are reliable (that is, suggest that a student will achieve a similar score if the test was re-administered) and valid (that is, that the targeted skills are the ones being tested).

Step 3: Graph the scores. Graphing is an integral part of using CBM. By watching their progress in such an easily understood format, students can see the relationship between their effort and their increased academic proficiency. Teachers are also able to make quicker instructional decisions by looking at a student's graph rather than relying on a list of scores.

Step 4: Set goals. It is crucial to indicate the expected level of proficiency that students will demonstrate by the end of the school year and the amount of growth expected in shorter periods of time (e.g., weekly goals).

Step 5: Make instructional decisions based on CBM data. Teachers can determine whether an educational intervention is working or needs to be changed.

Step 6: Communicate progress. Provide students, parents, and other educational professionals with information about student progress throughout the school year using CBM data and graphs.

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Written Plan for Intervention

Student Name: Grade:

Baseline Information: (where is the student currently?, 3-5 data points needed)

Intervention Start Date: Date Intervention Will be Evaluated: (must be at least 4-6 weeks after start date)

What intervention is going to be implemented? (must be research-based)

Who is going to implement it?

When will it be implemented? (What time/class period)

Where will it be implemented?

How long will it be implemented for? (number of minutes per day and days per week) *The intervention must be implemented on a consistent basis

How will treatment integrity be determined? (use of checklist with steps or protocol to be followed)

How will you measure if the student is making adequate progress? (what progress monitoring tool will you use)

How often will progress be monitored? (*This must be at least once per month for Tier 1, once every other week for Tier 2, and once per week for Tier 3.)

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What is the Goal for Student Progress?

RTI AT JOHN T. MAGEE…WHAT IT LOOKS LIKE

The RtI team

The Team Member Roles:

Facilitator: Develops meeting agendas and runs meetings.

Recorder- Responsible for taking notes and recapping previous meetings.

Data-keeper- Looks at data from school-wide testing, discipline, and other sources of data to present to the team in order to use in making decisions.

Timekeeper/Facilitator – Responsible for ensuring the meeting runs smoothly and keeps individuals on-task. Works in collaboration with facilitator to develop meeting agendas and run meetings.

Presenter- Responsible for presenting information to school staff related to RtI and the team.

Researcher- Looks for more information on topics discussed and brings it back to the team.

Backups- Responsible for covering roles for team members who are not able to be in attendance at the meeting.

Meetings Day and Times:

RtI team meets Tuesdays at 2:30.

Once per month the team meets from 12:30 until dismissal to meet with teachers to discuss individual students and complete necessary paperwork. Please contact school psychologist to get the paperwork and set up a meeting time.

Paperwork for Tier 1: Information that is needed before a student is brought to team

Checklist based on Maslow’s Hierarchy of Needs (RTI team member will contact parent and complete when concern is brought up about a student)

Academic Concern Sheet

Assessment Summary Form

Tier 1 Paperwork

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Complete Tier 1 documentation paperwork with grade level team (make sure to document interventions tried and monitor progress). *Psychologist can assist with completion of Tier 1 paperwork.

Is the student making adequate progress with the general education curriculum?

If NO, continue to follow chart.

Get Tier 1 documentation paperwork from mailroom.

Is the student making adequate progress with Tier 1 interventions? (provide documentation to support)

If YES, continue, this is Tier 1.

If, NO, continue to follow chart. If YES, continue implementing the Tier

1 interventions the student responded to. Keep a copy of documentation.

Psychologist will complete Tier 2 paperwork at the designated PST meeting to determine what Tier 2 interventions should be put in place and how progress will be monitored.

If YES, continue the intervention and continue to monitor progress.

After 6 weeks of consistent implementation, did student make progress towards goal given the intervention(s)? (provide documentation to support)

If NO, the intervention should be altered or a new intervention developed. The new intervention should be put in place for 6 weeks with documentation to support. An additional follow-up meeting will be held to review progress)

If, following addition documentation and review by RtI team, the student is still lacking response to the interventions, the student will be referred to Tier 3. AT this time a case study evaluation MAY occur.

A Tier 2 meeting will be scheduled at this time. Turn in completed Tier 1 form and documentation of progress at this time.

RTI Process Flowchart for John T. Magee

Set up a time to complete Referral Form with psychologist. A member of the RTI team will contact the parent and complete the Maslow sheet at this time.

These are steps required by the state in order to bring a student to Tier 3. These steps will be a collaborative process between the RTI team members and the.

Tier 1 paperwork includes: -Checklist based on Maslow’s Hierarchy of Needs (RTI member will contact parent and complete) -Academic Concern Sheet -Assessment Summary Form -Tier 1 Paperwork

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DIRECTIONS FOR PAPERWORK AT TIER 1(everything in italics are instructions)

Checklist Based on Maslow’s Hierarchy of Needs

(Part of Tier 1 Paperwork) A RTI team member will contact parent and complete this form once concern is expressed

about a student Physiological

1. What is the student’s diet like? ______________________________________________________________________________________________________________________________________________________ 2. How much sleep does the student get each night? ______________________________________________________________________________________________________________________________________________________

Safety

1. Does the student have any concerns about his/her safety? ___________________________________________________________________________ ___________________________________________________________________________ 2. Does the student have any significant family issues that could impact learning or behavior? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Does the student have a permanent residence? ______________________________________________________________________________________________________________________________________________________

Love/Belonging

1. Does the student have friends? Who are they? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What is the student’s relationship with his/her family like? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Esteem

1. What is the student’s self-esteem like? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Is the student respectful of others at school, at home and with friends? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Assessment Summary Form (part of Tier 1 Paperwork):

Please fill out this summary by looking in the student’s cumulative file prior to requesting to bring a

student to team. This should be done along with the Academic Concern Sheet and Tier 1 paperwork.

If you have additional information, such as graphs or work samples, please attach on a separate

sheet

Assessment Summary for _________________________

6th Grade Teacher__________________

MAP SCORES:

Fall Winter Spring

Date / Score

Notes

ISAT SCORES:

Date / Score

Notes

Progress Monitoring

Subject Oct Nov Dec Feb Mar Apr

Grade level Common Assessment Documentation:

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Name DATE

Age Quarter 1 2 3 4

Grade Teacher / Team

John T. Magee Middle School

Academic Concern The academic performance of every student is an important component of “No Child

Left Behind”. This academic referral is a tool used to identify students in need of

assistance and provide the appropriate intervention.

Contacts

Student/Teacher Conference Date

Parent Contact Letter Phone Call E-Mail

Name of Parent contacted Date

Comments:

Academic Factors

Please check all reasons that contribute to the grade indicated and class effected.

Grade (circle) D F

Attendance _________ Comprehension _________ LA _______ Math ________

Discipline/Behaviors _________ Homework _________ SS _______ Science ________

Organization _________ Participation _________ PE _______ Exploty. ________

Test/Quiz Performance _________ Other _________ Read 180 _______ sys 44 ________

Please indicate the other in the space provided:_________________________________________________________________.

Accommodations attempted

Pacing

___ Adjust time for completion of assignments

___ Space short work periods – with breaks

___ Modify assignments requiring copying in timed situation

___ Establish a specific routine

Environment ___ Locate student in a successful spot

___ Increase opportunities for physical motion

Presentation of Subject Matter ___ Utilize individual/small group instruction

___ Utilize manipulatives

___ Emphasize critical information and/or key concepts

___ Provide study sheets ___ Provide visual cues

___ Require high rates of response from the student

___ Used activities that sample Multiple Intelligences

Testing Modifications ___ Give tests orally to student

___ Give taped tests to student

___ Give tests of reduced length

___ Give tests individually to student

Self Management Strategies ___ Use checklists to organize desk and work materials

___ Use charts and graphs to evaluate self

___ Teach student “Stop and Think” procedures

Assignments ___ Use written instructions as a back-up for oral directions

___ Lower reading level of assignment

___ Shorten length of assignment

___ Break assignment into a series of smaller assignments

___ Reduce paper and pencil tasks

___ Read directions/worksheets to student

___ Allow student to type assignments ___ Maintain assignment notebook

___ Avoid penalizing for spelling errors

___ Block off or mask sections of work

___ Highlight directions

___ Allow use of calculator

___ Allow extra time for oral/written responses

___ Reduce amounts of copying from the board ___ Allow projects to be presented through demonstrations, pictures, models, orally,

other non-written ways

Reinforcement and Motivators ___ Use positive reinforcement

___ Use concrete reinforcers

___ Ignore minor infractions

___ Check often for student understanding ___ Use peer tutoring

___ Request parent reinforcement

___ Have student repeat directions

___ Use behavior contracts

___ Use clear and logical consequences for misbehavior

___ Use positive “public posting”

___ Use attention-getting strategies (visual and voice signals, eye contact, touch,

group)

Student Has an iep: yes no

If yes who is the case manager _________________________________

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Tier 1 Instructional Paperwork

THIS FORM GETS FILLED OUT OVER A PERIOD OF TIME, ALL OF THE INTERVENTIONS

DO NOT NEED TO BE STARTED AT ONE TIME

Student: Date of Referral: Date of initial concerns

DOB: Grade:

Teacher:

Area(s) of concern:

1. Be specific: Indicate if academic or behavior concern

2. (Ex. reading fluency, reading comprehension, math computations, out of seat,

inattention, off-task…)

Preparation:

Student Strengths Student Interests

Don’t leave this blank. Everyone has

strengths!

What does the student like? What is

motivating (Ex. computer, art, math,

sports)

Vision/Hearing screening

date: (*must be requested in order to move

to Tier II Team)

Vision: Pass Fail notes: Ask an administrator to look in

skyward, this is an important 1st step.

Hearing: Pass Fail notes:

Intervention to be given: What are you going to do? (Ex. Guided reading, differentiation,

previewing text, scaffolded instruction) ***For ideas, see a member of the RTI team

Date to start: When did the intervention start?

Intensity (e.g., Group Size, etc.) Size of group

Frequency (e.g., Times per week) How many days per week and how many minutes?

Duration (e.g., dates) List all dates

Progress Monitoring Technique

(e.g., Running Records, etc.) How do you monitor progress of students? (Ex.

Percentage correct on homework, number of times per

subject/day of behavior)

Progress must be monitored on a consistent basis (once

every week or two)

Results: (e.g., attach graph, data sets, running record)

(Ex. Running records results, percentages of grade work (provide graph is possible, tall of

behavior frequency)

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Intervention to be given: See above example

Date to start: Give a different interventions if the student is not making progress

comparable to other students in the same grade

Intensity (e.g., Group Size, etc.)

Frequency (e.g., Times per week)

Duration (e.g., dates)

Progress Monitoring Technique

(e.g., Running Records, etc.)

Results: (e.g., attach graph, data sets, running record)

Intervention to be given:

Date to start:

Intensity (e.g., Group Size, etc.)

Frequency (e.g., Times per week)

Duration (e.g., dates)

Progress Monitoring Technique

(e.g., Running Records, etc.)

Results: (e.g., attach graph, data sets, running record)

*Date parent contacted about Tier I interventions:

(*must be completed)

Referral to Tier II Team on Date: Please contact the school psychologist to review Tier 1 and set

up a meeting data with the RTI team

Accommodations/Modifications Addendum to

RTI Plan for

Fill out if relevant

Accommodations or

Modifications Needed

Specific Accommodations or Modification

Physical Arrangement of

Room

Modify? Yes No

Test Taking

Modify? Yes No

Assignments/Worksheets

Modify? Yes No

Lesson Presentation

Modify? Yes No

Organization

Modify? Yes No

Behavioral Supports

Modify? Yes No

Additional Area of Concern

Modify? Yes No

Additional Area of Concern

Modify? Yes No

Additional Area of Concern

Modify? Yes No

RTI – Problem Solving Team – Tier II – pg. 19 Revised 01/13/09

ADDITIONAL RESOURCES

Purposes of Three Types of Assessment:

Screening/ Benchmarking

Progress Monitoring Diagnostic Tests

Population School-Wide Class/small group/student

Individual student

Uses Broad Index Specific academic skill or behavioral target

Specific academic domains of

knowledge, skills, or abilities

Frequency Yearly/3x/monthly < 3 weeks/weekly/daily

Yearly

Purpose Identify students who are at risk

Regroup students Identify specific student deficits

Focus School focus Student/class focus Student focus

Instruction Class/school instruction and

curriculum decisions

Within intervention (curriculum/instruction)

Selecting curriculum and instructional

methods

Implications As first step for intervention planning

Continue or revise placement

Planning or specifying

intervention

Examples AIMSweb, MAP testing

CBM’s from AIMSweb WISC-IV, WIAT-III

WHAT IS DIFFERENTIATED INSTRUCTION?

At its most basic level, differentiated instruction consists of the efforts of teachers to respond to variance among learners in the classroom. When a teacher reaches out to an individual or small group to vary his or her teaching style in order to create the best learning experience possible for every student, the teacher is differentiating instruction. Differentiated instruction is a method that can be used at the Tier 1 level to ensure all students are receiving instruction at their level.

Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: (1) content--what the student needs to learn or how the student will get access to the information; (2) process--activities in which the student engages in order to make sense of or master the content; (3) products--culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and (4) learning environment--the way the classroom works and feels. For more information on differentiated instruction please look up the following websites:

www.sde.com

http://differentiatedinstruction.com/,

RTI – Problem Solving Team – Tier II – pg. 20 Revised 01/13/09

Tier 1: General Education Classroom Instruction:

*These interventions are available at John T. Magee Interventions without an asterisk are available within the district and can be obtained for use at John T. Mageethese were included because some students are currently at a lower level where elementary interventions would be appropriate Focus: For all students in the general education classroom. Program: Scientifically research-based general education curriculum. Instructor: Classroom Teacher Setting: General Education Classroom Setting Examples of Tier 1 Interventions:

*General Education Curriculum

*Early Reading Intervention-Scott Foresman

*Open Court and Harcourt General Education Curriculum (there are interventions provided

within)

Teaching the Big Ideas of Reading

*Step-up-to Writing

*Academic Vocabulary

Heggerty Phonemic Awareness curriculum

Decodable Readers

Reading A-Z

Road to the Code

Literacy by Design

Peer Tutoring

Click or Clunk

Small Group Instruction

Retelling Fiction/Nonfiction

4-Square Writing

Compass Learning

Differentiated Instruction

Guided reading

Listening, reading and receiving corrective feedback for reading fluency

Drilling error words for word decoding

Choral responding techniques

Information from the Pre-Referral Intervention Books for academics and behavior (please ask psychologist for)

RTI – Problem Solving Team – Tier II – pg. 21 Revised 01/13/09

Tier 2: Small Group Instruction:

Focus: For students identified at at-risk by grades, MAP or AIMSweb scores or students who are struggling in the general education classroom Program: Scientifically research-based interventions Grouping: homogeneous small group instruction, consisting of Time: an additional 30 minutes per day, 3-4 days per week, in small group instruction (in addition to the general education instruction time) Instructor: Personnel determined by the school (ex. Classroom teacher, title 1 teacher, resource teacher, other staff member) Setting: Appropriate setting for small group instruction on interventions (may be within or outside of general education classroom) Progress Monitoring: progress should be monitored once every 1-2 weeks Tier 2 Interventions:

*Read 180

Open Court Interventions can be used

*Early Reading Intervention-Scott Foresman

Earobics

Phonemic Awareness in Young Children-Marilyn Jager Adams

Jolly Phonics

Rewards

K-PALS

1st Grade PALS

*Math PALS

Early Success/Soar to Success-Houghton Mifflin

Read Well-Sopris West

Rigby Phonics Intervention Kit

*Compass Learning

Lexia

Self-monitoring

Class-wide Peer Tutoring

Cover-Copy-Compare

Touch Math

Folding In

Structured Paired Reading

Structured Repeated Reading

Great Leaps

Read Naturally

Drill Sandwich

Recipe For Reading

World Language

RTI – Problem Solving Team – Tier II – pg. 22 Revised 01/13/09

Tier 3: Intensive Individual Instruction:

Focus: For student identified with extreme difficulty who have not responded to Tier 1 and Tier 2 interventions. Program: Sustained, intensive, scientifically-based instruction Grouping: homogeneous small group instruction Time: 60 minutes per day of additional instruction, in addition to regular education curriculum in reading and math Instructor: personnel determined by the school Setting: Appropriate setting designated by the school, may be within or outside the general education setting Progress Monitoring: Progress should be monitored once every week Examples of Tier 3 Interventions:

Double Doses of Guided Reading

*System 44

SPIRE Instruction

Reading Recovery

Earobics

Great Leaps

Folding-In

RTI – Problem Solving Team – Tier II – pg. 23 Revised 01/13/09

LD Eligibility Page within the RtI Model