Response to Intervention (RTI) - Read NaturallyResponse to Intervention (RTI) 2 Presentation Preview •Background information on RTI •Reading instruction in a Three-Tier Model •Assessment

Read Naturally and Response to Intervention (RTI) -- Presented by Karen Hunter,Read Naturally Director of Curriculum

© Read Naturally, Inc. 2008 1

1Karen HunterDirector of Curriculum

&&

Response to InterventionResponse to Intervention((RTI)

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Presentation Preview

•Background information on RTI

•Reading instruction in a Three-Tier Model

•Assessment in an RTI Model

•Instruction in an RTI Model

•Read Naturally Assessments and Programs

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•IQ – Achievement Discrepancy Model— in place since 1975

“wait to fail”

Special Education



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No Child Left Behind / Reading FirstJanuary 2002

Regular Education

•Professional development•Valid & reliable assessments

•Instructional programs & strategies

•Instructional leadership

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Response to InterventionRegular Education & Special Education

Individuals with Disabilities Education Act(IDEA)

Now

•Students receive support as soon as they showsigns of learning difficulty

•Can use “Response to Intervention” (RTI) in place of “wait to fail” model•Final Regulations–provide flexibility in funding

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A seamless, collaborative systemof instruction and services for all students

Response to Intervention

Based on assessment, support is providedimmediately by collaborative team

Collaborative decision-making (problem-solving)−Review student “response to intervention”−Can be used to identify students with learning disabilitiesin place of the discrepancy “wait to fail” model.

Progress Monitoring determines students’“response to intervention”

Flexible resources to support RTI−Up to 15% of IDEA−Up to 50% of any increases to Title I funding

Follows Reading First guidelines



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•60-90 minutes “The Equity Shot”All students are taught the core curriculum.

Reading Instruction

A Multi-Tiered Approach in an RTI Model

•30-60 minutes Three-Tier ModelStudents are grouped homogeneously

−Phoneme Awareness−Phonics−Vocabulary−Comprehension−Fluency

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Reading Instruction

•30-60 minutes Three-Tier Model Students are grouped homogeneously

•Students placed in tiered groups--based on assessment

•Intervention increases at each tier

•Progress Monitoring determines effectiveness

•Scheduled so all staff work with all students

•10-15 week cycles of instruction

A Multi-Tiered Approach in an RTI Model

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Assessment & Instruction



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Assessment PlanWho needs intervention?•Screening−Which students may need extra instruction?

Is the intervention working?•Progress Monitoring–Is the student learning?–Is the student moving closer to benchmark?

Did the student meet benchmark by end of year?•Outcome−Did the students make progress toward standards?

What are the student’s strengths and needs?•Diagnostic−e.g., What are a student’s skills and needs in phonics?

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Benchmark Testing

Test All Students (Tiers 1, 2, & 3)

• Test at grade level

• Test 3 times a year—Fall Screening

Winter Progress Monitor

Spring Outcome Measure

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Progress Monitoring

– Assures intervention iseffective

– Shows progress towards thebenchmark

– Allows for timely coursecorrections

Students served in Tier 2 and Tier 3need ongoing progress monitoring



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Diagnostic Assessments

– Criterion-referenced– Diagnoses students’

strengths andinstructional needs

May be used to screen all students (Tiers 1, 2, & 3)

Students who do not respond tointervention may need furtherdiagnosis. (Tiers 2, & 3)

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Assessment

Tie

r 1

Tie

r 2

Tie

r 3

Benchmark Assessments−fall-winter-spring



Core program assessments

Core program assessments

Core program assessmentsProgress Monitoring (frequently)

Progress Monitoring (regularly)

Diagnostic Assessments

Diagnostic Assessments (as necessary)

Screenings

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Read Naturally Assessments

Reading FluencyBenchmark Assessor

Reading FluencyProgress Monitor



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Benchmark Assessor (RFBA)

Features• Given to all students F-W-S• Three passages per grade

(1st - 8th) for one-minutefluency timings

• Three sets of randomlyordered letters forkindergarten & grade 1letter naming

• Software that providesreports andrecommendations forsupporting each student

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Progress Monitor (RFPM)

Features

• Used to monitor progress ofstudents served in Tiers 2 & 3

• Sets of 30 grade-levelpassages

• Grades 1-8

• Fiction and nonfiction

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DiagnosticPhonics Assessment•Diagnoses weaknesses in phonics& decoding K-12

•Three equivalent forms

•Given as diagnostic assessmentTiers 2 & 3

•Given as screening (Tiers 1, 2, & 3)



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Assessment & Instruction

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Instruction in a Three-Tier Model

Tie

r 1

Tie

r 2

Tie

r 3

For

30-6

0 m

inute

s

Groups Based on Assessment

Tie

r 2

Tie

r 3 •At Risk

•Some Risk

•Low Risk•Regular Education

•Regular Education

•Regular or Special Education

•Benchmark in Core Program

•Below Benchmark in Core Program

•Unsuccessful in Core Program

•Occasional Extra Support / Enrichment

•Regular Pre-/Reteaching in small groups

•Intensive Support / Replacement

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Tie

r 1

Tie

r 2

Groups Based on Assessment

Tie

r 2

Phoneme Awareness Phonics Fluency Vocabulary Comprehension

•Pre-teach or re-teach core curriculum lesson

•Teach intervention lessons from core curriculum

•Reinforce or practice skills from core curriculum lesson

•Use a supplemental program for practice or remediation

•Replace core program with a more intensive program

Instruction in a Three-Tier Model

•Teach enrichment or challenge lessons

For 30-60 m

inutes



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Read Naturally MEMasters Edition

Fluency:

Students workindividually usingblackline mastersand audio CDs orcassettes.

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Read Naturally SESoftware Edition

Fluency:Students workindividually usingcomputers.(Mac or Windows)

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One Minute Reader

Fluency:

• Simplified version of ReadNaturally for home use

• Use as a supplement forextra out-of-school practice



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GATEGroup and Tutoring Edition

Decoding & Fluency:•Students work insmall groups with theteacher•Direct instructionlessons for .8 & 1.3Phonics Levels

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Word Warm-ups

Decoding:• Students work

independently• Individualized program

for building automaticityin decoding skills

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Read NaturallyPrograms and Assessments

Reading FluencyBenchmark Assessor

Reading FluencyProgress Monitor



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Read NaturallyAssessments & Programs in a

Response to Intervention (RTI) Model

White Paper Available …

http://www.readnaturally.com/support/rti_whitepaper.htm

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Thank You for participatingin our RTI Webcast!

For more information …

Call: 1 800 788 4085

E-mail: [email protected]

Website: http://www.readnaturally.com/webcasts/

Documents

Response to Intervention (RTI) - Read NaturallyResponse to Intervention (RTI) 2 Presentation Preview •Background information on RTI •Reading instruction in a Three-Tier Model •Assessment