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Response to InterventionResponse to InterventionFranklin Community Schools
January 24, 2011
What is RtI…..What is RtI…..
A framework for prevention and early intervention which involves determining whether all students are learning and progressing adequately when
provided with high quality instruction and intervention.
Problem Solving
Intense, Individualized Support
Targeted, SupplementalSupports
Core curriculum, instruction, & learning environment
Data-based Decision Making Across the Tiers
Tier I
Tier II
Tier III
80% of Student Population
15% of Student Population
5% of Student Population
Elementary Reading Elementary Reading ExampleExample
Tier Curriculum, Instruction, Intervention
III Students needing additional supports participate in 1-1 or small group interventions for 30-60 minutes daily. Activities include (research-based program), Sounds & Letters, and reteaching of priority skills.
II Students who are identified as needing additional supports participate in small group (3-4 students) interventions using (Research-based program) for 30 minutes, 3 days per week.
I All first graders participate in a 90-minute reading block where whole-class and small-group instruction is provided using the Scott Foresman reading curriculum.
Secondary Reading Secondary Reading ExampleExample
Tier Curriculum, Instruction, Intervention
III Students reading more than 2 years below grade level participate in daily, 90-minute blocks of instruction on word level skills (accuracy & fluency), strategy instruction and engagement in thinking about the text, embedded & systematic instruction, and guided, supported practice.
II Students reading 1-2 years below grade level participate daily, 60-minute blocks of instruction on word level skills (fluency), strategy instruction and engagement in thinking about the text, embedded & systematic instruction, and guided, supported practice.
I Students with grade-level skills participate in General Language Arts classes
Essential Components:Essential Components:Integrated Assessment and Progress Integrated Assessment and Progress
Monitoring SystemMonitoring System Tier I
◦ Universal screenings
◦ Progress monitoring at least 3 times per year to identify those at risk
◦ Frequent assessments in general classroom to determine progress of students
Tier II◦ Diagnostic assessment to inform instruction and intervention
◦ Progress monitoring weekly , bi-weekly, or monthly
◦
Tier III◦ Progress monitoring once a week
◦ Additional assessment information as needed
◦ Key across all tiers….. The assessments conducted and the frequency of data collection is determined by
student need.
Essential Components:Essential Components:Integrated Assessment and Progress Integrated Assessment and Progress
Monitoring SystemMonitoring System
Critical Questions Across the Tiers….
What decision will be made with the data? Who will use the information? What type of data is needed? What assessment tool is needed? How will the data be recorded? Is the intervention improving student
performance based on data collected?
Response to Intervention-Franklin Community Schools
DIBELSMAP NWEA Assessment/
Progress Monitoring
Assessment/Progress
Monitoring
Classroom Teachers
Scott Foresman-Reading Street
Everyday Math 2-6
Scott Foresman Strategic Intervention Materials
Leveled Readers
Small group Math Standard Instruction
Scott Foresman Strategic Intervention Materials
Leveled Readers
Small group Math Standard Instruction
Tier II Intervention (30 minutes 3 X per week or more)
2-4 core components Reading
Focused Math Standard Instruction
Universal Screening (3 x year)
Tier I Core Program
(90 minutes daily for L/Arts)
All five core components of Reading
(55-60 minutes of Math daily)
Indiana Math Standards
Scott Foresman-Reading Street
Everyday Math
DIBELSMPG (2X Yearly)Pre-requisite Skills Checklist (R,M)Skills Checklist (R,M)Core Reading BenchmarksEveryday Math Benchmarks
Core Reading BenchmarksNWEA (R, L/Arts, M)Skills Checklist (2)Everyday Math BenchmarksCore Unit Math Assessments
All instruction will be implemented by classroom teachers and reinforced by instructional assistants when available
Scott Foresman Assessments
DIBELS Pre-requisite Skills Skills Checklist
Curricular Based Teacher Created Formative Assessments All twice a month
Scott Foresman Assessments
Skills Checklist (2)
Curricular Based Teacher Created Formative Assessments
All twice a month
Classroom Teacher
Instructional Assistant
Literacy Specialist
My Sidewalks – Scott Foresman
Earobics
My Sidewalks – Scott Foresman
My Sidewalks progress monitoring assessments
Skills Checklist-NWEA
DIBELS
Monitored weekly
My SidewalksProgress monitoring assessments
Monitored weekly
Sp. Ed. Teacher
Instructional Assistants
ENL Teacher
Literacy Specialist
Grade 1 Grade 2-6 Grade 1 Grade 2-6 Implemented by:
Tier III Intervention (20-30 minutes daily)
1-2 core components in Reading
* Schedules, locations in buildings will vary based on resources in each building
Universal Screening - NWEAUniversal Screening - NWEA
Students in grades 2-8 are administered NWEA three times a year.
Students in grades 1 are administered MAP 2 times a year.
Universal Screening - DIBELSUniversal Screening - DIBELS•All First and Kindergarten Teachers have been given palms to administer and to progress monitor each student .•Progress Monitoring is maintained by the teacher for those students who are at-risk.•We have chosen to use Wireless Generation to provide more detailed reporting for our students.•Wireless Generation is also linked to our Core Reading Program “Reading Street” providing teachers additional support on strategies to use with students non-responding
Universal Screening- NWEAUniversal Screening- NWEA
Other Thoughts…..Other Thoughts…..RTI is by definition data-driven, so no
decisions are made without evidence to support them.
RTI is not simply one intervention or method.
All interventions should be research-based.
RTI methods are closely linked with problem-solving models.
State is changing its language from Response to Intervention to Response to Instruction to support more than a remedial model
