Response to Intervention (RtI):Overview of Implementation Grades K-5 Literacy

Dr. Esther Klein FriedmanExecutive Director, Literacy and AISOffice of CIPLDivision of Teaching and Learning

January 2015

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GOALS & AGENDAGoals To gain a clear understanding of the RtI framework, policies, and requirements To provide a context for RtI within grades K-5 literacy instruction and intervention To build knowledge of tools available for supporting schools in implementing a robust RtI

model

AgendaI. Overview of RtI

• Definition and purpose• Alignment with DOE initiatives• Policies and requirements• Systems and structures to support implementation

II. RtI Core Components• Tiers 1, 2, and 3• Assessment• Documentation

III. Core Practice Elements: Literacy Intervention• Research-based framework• Interventions and treatment• Sample intervention strategies• The role of RtI in Special Education

IV. Conclusion• Resources and support

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OVERVIEW OF RtIDefinition and Purpose

OVERVIEW OF RtIDefinition and Purpose

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WHAT IS RtI?Effective July 1, 2012, all school districts in NY State must have an RtI program in place as part of their evaluation process to determine if a student in grades K-4* is a student with a learning disability in the area of reading. (NYSED, 2009)

Response to Intervention (RtI) is a multi-tiered instruction and intervention model that promotes early identification of students in need of additional support through evidence- and research-based instruction, assessment, and intervention.

Tier 3 Intensive Interventions (approx. 1-5% of students)•Individual students•Assessment-based•High intensity

Tier 2 Targeted Interventions (approx. 5-15% of students)

•Small group interventions•Assessment-based•Intensive

Tier 1 Instruction (approx. 80-90% of students)•All students •High-quality, core instruction•Preventative, proactive

* New York City will implement RtI for all students in grades K-5, in the area of literacy

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A SYSTEM OF PREVENTION

When implemented with fidelity, RtI is a service-delivery model that:

• Provides high-quality, research based, effective foundational instruction, with differentiated supports for all students

• Includes screening for all students and targeted assessment and research-based interventions for students performing below grade-level

• Integrates progress-monitoring on an ongoing basis to ensure effectiveness of instruction and interventions

• Seeks to improve the quality and accuracy of referrals to special education and reduce disproportionate representation of racial/ethnic groups

• Seeks to close the achievement gap by avoiding the wait-to-fail option

• Seeks to ensure that referral is not due to underachievement of the student based on lack of appropriate instruction

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When you think of RtI: RtInstruction + RtIntervention = RtI2

RtI’S BOTTOM LINEThe geranium on the windowsill just died, but teacher you went right on.

I know I taught it, but did they learn it?

RtI aims to ensure that instruction is responsive to the student and that the student is responsive to the instruction.

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RtI REQUIREMENTSEffective July 1, 2012, in order to refer a NYC DOE K-5 student for a suspected learning disability in reading, schools must adhere to the policies noted below:

:

* The notice must be provided in a language or mode of communication (e.g., sign language) understood by the parents/guardians.

Requirement Description

Assessment Schools use two types of assessments to implement RtI: universal screeners and ongoing progress monitoring tools.

Parent Notification* Schools are required to notify parents/guardians in writing that a student requires intervention beyond what is provided to all students in Tier 1 (i.e. at the onset of Tier 2 and Tier 3).

Pre-Referral Documentation

As part of the initial referral process for a special education evaluation, schools must document the steps taken to address student learning challenges in reading and include documentation of RtI strategies used in attempts to improve student reading.

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THE RtI TEAMSchools have many existing structures in place to support regular collaboration to address student needs. These teams may vary in their functions, but common to all teams is the knowledge and collaboration of their members.

• If schools have existing structures, they are encouraged to use and build upon those, rather than creating a new team.

School-based RtI team participants may include:• Administrators• General education teachers• Reading specialists• Special educators• ESL/bilingual educators• Literacy coaches• School psychologists• Speech-language pathologists• Guidance counselors• Parents

CONSIDER ASKING FOR AN INVITE TO AN RTI TEAM MEETING

:

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SYSTEMS & STRUCTURES: IMPLEMENTATION CHECKLIST Establish the building RtI team

Identify facilitator; determine schedule

Determine practitioner capacity for service delivery

Determine school needs PD Assessment tools Materials/programs

Establish recording/tracking protocols Accountability tools

Conduct universal screening & determine recipients Schedule delivery of service Begin RtI cycle of service

Take stock of the teams, systems, structures,

assessments, intervention strategies, etc., your school already has in

place.

Build upon and augment existing, effective practices

within the school, and identify areas of need.

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RtI’S TIERED SYSTEM OF SERVICE DELIVERY

•Tier IDelivered in the classroom by the classroom teacher; if it doesn’t work

(after sufficient tries/adaptations) then...

•Tier IIMore intensive, possibly different treatment, delivered in a small group

by a specialist; if it doesn’t work (after sufficient tries/adaptations) then…

•Tier IIIMost intensive, typically different setting and smaller group size, with

continued progress monitoring and adaptation(s)

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The goal of RtI is to prevent small challenges from becoming larger gaps – it is not a wait-to-fail model (e.g. let’s see if he grows out of it).

KIDS WHO SUFFER FROM ALSO EXPERIENCE:

Matthew Effects

The rich get richer, the poor get poorer.

Many struggling readers will be affected bythis phenomenon. The further behind theyare, the further behind they will get – unless

targeted, effective intervention is put inplace.

So, where do you start?

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MATTHEW EFFECTS

The rich get richer, the poor get poorer

Many struggling readers will be affected by this phenomenon. The further behind they

are, the further behind they will get – unless targeted, effective intervention is put in place.

So, where do you start?

HOW TO INCREASE INTENSITY • Increase the dosage—i.e., the minutes of instruction (e.g., 30 minutes each

session), the frequency of instruction (e.g., 3 times a week), and the duration of instruction (e.g., 20 weeks)

• Decrease the group size

• Increase verbal prompts and feedback during the lesson

• Increase the amount of practice when teaching a new skill/concept; this will slow the pace of instruction

• Increase response opportunities, i.e., the number of times the student can give a verbal or written response during the lesson (with immediate feedback from the teacher)

• Reduce the number of new skills/concepts/subject areas taught at any one time

• Increase the specificity of the goal/topic of the lesson, i.e., not “The Four Seasons of the Year”, but “Characteristics of Winter”

• Choose providers who have expertise in the subject area and/or in the disability classification of the student

12Based on Mellard, D., McKnight, D. & J. Jordan (2010). RTI tier structures and instructional intensity. Learning Disabilities Research and Practice, 25, 217-225. – as per Dr. Toni Bernard

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UNIVERSAL INTERVENTION – TIER 1

Interventionist General education teacher, using differentiated practices

Setting General education classroom

Grouping Whole class, with variable and flexible grouping formats

Curriculum Research-based instruction that is aligned to state learning standards in core academic areas, along with pedagogical support for the skills and strategies students require to successfully master the core curriculum. Principles of UDL are applied to ensure accessibility (i.e. to text) so that fund of knowledge grows while skill gaps are addressed.

Tier 1 interventions are embedded in the core programLength of Instructional Sessions

At minimum, the core reading program should be scheduled for 90 minutes of uninterrupted literacy instruction per day

Tier 1 interventions are provided to support core learningDuration All students begin in Tier 1 and receive instruction in the general education setting. Core

instruction is ongoing.Screening for Risk

All students are screened at least once per year to identify those who may be at risk for poor learning outcomes in reading

Tier 1 Core Elements

RtI supports the use of differentiated instruction that is matched to student needs and incorporates increasingly intensive interventions for students not making satisfactory progress (based on screening and progress monitoring data).

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RtI TIER I EXAMPLE IN GRADES 2-5: THE VIEW AT TIER I

Delivered by the classroom teacher in small, differentiated groups

Illustrative Example: for students identified as having fluency challenges through universal screening tools such TOSWRF (‘The Slasher’) and/or a timed oral reading fluency measure (the latter also used for ongoing progress monitoring)

Fluency = (the right) speed, accuracy, prosody

Consider:• Use of methods of repeated readings , including shared reading and readers

theater

• Use of a fluency building program such as Great Leaps two times per week delivered by teacher, para, peer

• Teacher delivery of fluency building program to targeted group during independent reading segment of the literacy period

Sitting on a rock-solid core program which stresses all pillars of reading and components of writing

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TARGETED INTERVENTION – TIER 2In Tier 2, supplemental instruction is provided to students who exhibit a poor response to the instruction provided in Tier 1.

Tier 2 Core Components

Interventionist Trained, skilled, and knowledgeable school personnelSetting Variable; can occur in and/or outside of general education setting, but should be in

addition to, not in place of, literacy instruction

Grouping Small, homogeneous groupings (1:3 – 1:5)Curriculum Scientific, research-based targeted instruction designed to remediate skill, strategy, and

learning deficits of identified students. It is important that Tier 2 intervention build on and be reinforced in Tier 1 instruction

Length of Instructional Sessions

20-30 minutes; approximately 3-5 times per week

Duration Varies, based on rate of progress and performance of students; at a minimum 9-30 weeks

Progress Monitoring

Progress monitoring should be done at regular intervals (typically at least once a month), to determine whether or not the student is making sufficient progress and whether modifications or reductions to the Tier 2 intervention(s) are required

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TARGETED INTERVENTION – TIER 2• Guided by a school-based RtI team

• Targeted treatment for a minimum of 6-8 weeks• Duration of intervention is determined by the individual student’s response

• Delivered by staff and as supplementary to the core• Pull-Out vs. Push-In

• Small, homogenous groups of 3-5 students with similar needs

• If the intervention is effective, 10-15% of students will reintegrate

successfully• Students who do not make meaningful progress will be recommended for

another intervention or considered for more intensive, Tier 3 intervention based on recommendations from teacher(s) and the RtI team

• Sense of urgency and a goal of discontinuation

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INTENSIVE INTERVENTION – TIER 3 Tier 3 interventions are designed for students who demonstrate insufficient progress in Tier 2. There is an even greater sense of urgency to recover the student and discontinue intervention as soon as the student is ready.

Tier 3 Core ComponentsInterventionist Highly trained, skilled, and knowledgeable school personnel

Setting More frequently, takes place outside the general education setting

Grouping Small, homogeneous groupings (1:1 – 1:3)

Curriculum Scientific, research-based targeted instruction designed to remediate skill, strategy, and learning deficits of identified students

Instruction is explicit and targeted toward students’ specific area(s) of need. Individualized programs are designed and implemented

Length of Instructional Sessions

30-60 minutes; approximately 5 times per week

Duration Varies, based on rate of progress and performance of students; at a minimum 15-20 weeks

Progress Monitoring

Once per week or every two weeks, or more frequently, to examine rate and level of performance

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ASSESSMENT:

Assessment Purpose Frequency Time Population

Screening To gather baseline data on all students’ progress and to identify which students require Tier 1, 2 and/or 3 intervention

At least once per year Approximately 1 class period

All students

Progress Monitoring

To evaluate how a student is responding to instruction or intervention in Tiers 1, 2 and/or 3

Regularly, varies depending on the type of intervention usedTier 2: At least once per monthTier 3: At least once per 1-2 weeks

Under 10 minutes

Students in Tiers 2 and 3

RtI Requirement:

Implementation in NYC: Many schools already use assessments that may be appropriate to use as screeners and progress monitors, but some may need to select new assessments.

• The DOE’s RtI Reference Guide and Periodic Assessment Guide provide information on assessments that may be used for these purposes.

• Schools will be supported by their CFNs if new assessment choices are required.Note: there are many free and low-cost options available.

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DIAGNOSIS BEFORE TREATMENT

Targeted Assessment

• Schools need an easy battery of assessments that will provide a clear picture of where the gaps lie.

• Teachers need to develop a clinical eye• Familiarity with tools and with targeted assessment of students• Familiarity with looking at student work – and not just writing samples

• Think ‘diagnostic-prescriptive’ to remember why assessments are needed

“If you don’t know how to diagnose & treat the individual child (and I mean more than one, one at a time) expertly, you won’t know how to treat the collective.”

– Frida Klein, Ph.D.

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WHAT KINDS OF DATA ARE NEEDED FOR RtI?Teachers:• Initial, medial, final assessment data is sufficient for most things

• The program will dictate the amount of documentation neededo For example, dictation provides almost daily feedback about

phonics learning; fluency activities provide the instruction, the practice AND the assessment. Assessment occurs each time fluency instruction takes place.

o Teachers typically do running records on a rotational basis for all of their students.

• Assessment tools should be targeted to the specific area of need. o Don’t use a CAT Scan when all you need is a simple x-ray to

assess.

• Storage should be in teacher’s data binder or in student portfolio; many schools use these.

• The teacher’s clinical eye has to be in the equation as well and is critical in making low-inference observations.

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WHAT KINDS OF DATA ARE NEEDED FOR RtI?Principals:• Must have access to this information, especially in cases where there

is a referral; these materials should be organized in an accessible way – i.e., an intervention binder

• Should have records of:• RtI/AIS or Inquiry Team meeting agendas and sign-in documents

• Screened students

• Students receiving RtI and proof of service delivery (e.g. attendance cards and parent letters for entry and exit into services)

• Progress monitoring results and activities

• Movement of students up or down the tiers, rationale for the movement, and decisions made based on this movement

• Decisions made based on data

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Date: 2/2 Date: 2/3 Date: 2/9 Date: 2/10 Date: 2/16 Date: 2/17 Date: 2/23

18/63 17/63 29/63 38/63 45/63 51/63 58/63

Pg. #1 Pg. #1 Pg. #1 Pg. #1 Pg. #1 Pg. #1 Pg. #1

EXAMPLE: Great Leaps Assessment Recording

GREAT LEAPS CHARTINGStudent’s Name___Jack_______ Probe______________________Student’s Class______________ Provider____________________

Date: 2/24 Date: 3/3 Date: 3/4 Date: 3/10 Date: 3/11 Date: 3/17 Date: 3/18

64/63 70/72 72/72 54/73 62/73 75/73 61/79

Pg. #1 Pg. #2 Pg. #2 Pg. #3 Pg. #3 Pg. #3 Pg. #4

Date: 3/24 Date: 3/25 Date: 4/1 Date: 4/2 Date: 4/8 Date: 4/9 Date: 4/15

79/79 71/71 62/70 55/70 67/70 70/70 36/76

Pg. #4 Pg. #5 Pg. #6 Pg. #6 Pg. #6 Pg. #6 Pg. #7

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USING DATA: INFORMING INSTRUCTIONAL DECISIONS

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LITERACY INTERVENTIONResearch-Based FrameworkLITERACY INTERVENTIONResearch-Based Framework

WHAT DOES RESEARCH BASED REALLY MEAN?

The Gold, Silver and Bronze

Random assignment to treatment and control groups

Statistically significant efficacy results for the treatment protocol

Generalizability

= The Gold Standard

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COVERING ALL THE BASES

Not ‘what reading program shall I buy for RtI?’

Rather:• Cover all components of reading and writing

• Remember that few students are lucky enough to need help in only one target area

• Struggling readers usually have issues in low-level phonics or structural analysis, AND fluency, AND vocabulary, AND comprehension

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THREE GOALS OF A READING PROGRAM (+FIVE PILLARS)

Dr. Jean Chall’s Three Goals of Reading

1) Automatic Rapid Decoding

2) Building of the Lexicon

3) Ability to Think While Reading

The Report of the National Reading Panel’s Delineation of Reading Components

Phonological Awareness Phonics Fluency Vocabulary Comprehension

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SUGGESTED BATTERY OF ASSESSMENTS: DETERMINING LITERACY NEEDS

• Conversation Sample

• Writing Sample

• General Screening Tool(s)

• Phonics Assessment

• Phonological Awareness/Auditory Discrimination Assessments (if

indicated)

• Graded Word List (yielding standardized score)

• Informal Reading Inventory (a.k.a. running record)

• Assessment of Fluency

• Listening Comprehension Assessment (with IRI or other tool)

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LITERACY INTERVENTIONInterventions and TreatmentLITERACY INTERVENTIONInterventions and Treatment

WHAT INTERVENTIONS DO YOUR SCHOOLS USE?

C S

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WHAT CHOICES DO SCHOOLS HAVE?Consider the Five Pillars and The Fifteen Elements of Effective Literacy Programs

(The Reading Next Recommendations)

Instructional Improvements

(Content)

1)Direct, explicit comprehension instruction2)Effective instructional principles embedded in content3)Motivation and self-directed learning4)Text-based collaborative learning5)Strategic tutoring6)Diverse texts7)Intensive writing8)A technology component9)Ongoing formative assessment of students

Infrastructure Improvements(Structure)

10)Extended time for literacy11)Professional development12)Ongoing summative assessment of students and programs13)Teacher teams14)Leadership15)A comprehensive and coordinated literacy program

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IDENTIFY YOUR PLACE ON THE READING APPROACHES SPECTRUM AND BUILD YOUR LITERACY PROGRAM

AROUND IT

Every so often, ask yourself if it’s working for your students, your staff, and you.

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TREATMENT

• Develop an intervention toolkit customized to your needs and your capacity• See the Literacy Intervention Toolkit

• Use treatments that are research-based

• Think about the individual’s response to intervention (RtI) and how you can efficiently measure and track it

• Build intervention on top of a very strong base program

• Think about capacity building• Training teachers in the use of robust methods and materials• Providing ongoing professional support to ensure ongoing fidelity to

treatment

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LITERACY INTERVENTIONSample Intervention StrategiesLITERACY INTERVENTION

Sample Intervention Strategies

BUILDING TREATMENTS FOR EACH INSTRUCTIONAL AREA WITHIN LITERACY

DECODING

For Intensive Needs: Intensive Multi-Sensory Decoding• Treatment Protocol: Orton-Gillingham

Methodology

For Higher-Level Less Intense Needs: Structural Analysis• Treatment Protocol: Rewards Reading

Direct, sequential, multi-sensory instruction; use of controlled text for practice; including fluency training to build automaticity; generalize into the core program

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FLUENCY• Definition:

• Speed• Accuracy• Prosody

• Significant correlation between fluency and comprehension (some say as high as .81)

• How to assess• Normed fluency tables (i.e. Hasbrouck-Tindal Fluency Norms)

• How to teach• The method of repeated readings

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BUILDING TREATMENTS FOR EACH INSTRUCTIONAL AREA WITHIN LITERACY

Building Treatments - Fluency:Variations on the Method of Repeated Readings

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INSTRUCTIONAL STRATEGIES

ILLUSTRATIVE PROGRAMS

• 3, 6, 9 paragraph Repeated Reading• Readers theater• Shared reading

• Connected text• Rhymes and chants

• Fluency-Building Programs• Great Leaps• Six Minute Solution• Q-Reads

• Computer-Assisted Options• Focus on Fluency• Read Naturally• Reading Assistant

BUILDING TREATMENTS IN EACH INSTRUCTIONAL AREA WITHIN LITERACY

VOCABULARY

• Student-friendly definitions

• Use of examples and non-examples

• Vocabulary lists posted and used

• Personal vocabulary lists in notebook

• Word consciousness taught explicitly

• Using context clues when available

• Distributed practice – multiple exposures, including student use of words

• Acquisition is greatly aided by wide reading in typically-developing readers

• Frontloading all needed concepts if it is not there for a particular topic-- prior to listening or reading (anchored instruction)

• Limiting reliance on ‘go look it up in the dictionary’

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BUILDING TREATMENTS – VOCABULARY: FRONTLOADING

Read this paragraph and explain it to your partner. If you find it challenging, talk about what might make it more understandable.

Improved vascular definition in radiographs of the arterial phase or of the venous phase can be procured by a process of subtraction whereby positive and negative images of the overlying skull are imposed on one another.

-From a neuroanatomy text (found in Background Knowledge by Fisher and Frey)

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BUILDING TREATMENTS IN EACH INSTRUCTIONAL AREA WITHIN LITERACY

COMPREHENSIONAgreeing to and consistently utilizing a school-wide set of strategies that fit

with the demands of the text being read

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SELF-QUESTIONING STRATEGIES TEXT-STRUCTURE STRATEGIES

• ReQuest• QAD• KWL• FQA• Story Grammar/Someone, Wants, But, So

All informed by Bloom’s, Webb’s DOK, etc.

• Venn Diagrams• Hierarchical Arrays• Outlines• Timelines• Linear Arrays• Story Maps

EXAMPLE: A SELF-QUESTIONING STRATEGY -- KWL

What do you know about ___?

What do you want to find out?

What did you learn?

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EXAMPLE: A SELF-QUESTIONING STRATEGYSTORY GRAMMAR

Who is the story about?

Someone?

Where/when does the story take place?

Wants?

What is a problem in the story?

But?

How is the problem solved?

So?

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THE GOAL OF IT ALL: AUTOMATICITYAutomaticity is achieved through direct instruction in a gradual release of responsibility model (Pearson; Fisher & Frey)

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LITERACY INTERVENTIONThe Role of RtI in Special Education

LITERACY INTERVENTIONThe Role of RtI in Special Education

The decision to make an initial referral for a special education evaluation for a suspected learning disability in reading should be based on the student’s response to intensive intervention at Tier 3

This is a school-based decision Should be made in accordance with the school’s RtI model Evidence of sufficient attempts at intensive intervention at Tier 3

must be documented Considerations for specific populations

Incoming kindergarten students with disabilities (i.e. students classified in “Turning 5” programs)

Students inappropriately classified as having disabilities in kindergarten, first, and second grades

Parents may initiate a referral at any time

RtI & SPECIAL EDUCATION: WHEN TO REFER?

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LACK OF LINK BETWEEN IDENTIFICATION PRACTICES AND SERVICES

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RtI, when done well, is a way to bring coherence to academic recovery.

Identification Practice Diagnostic Result Instructional Result

• IQ

• Achievement

• Social History

• Behavioral Observation

• Teacher Interview

• Health History

• Motor Screening

• Visual Screening

• Hearing Screening

• Learning Disability

• Intellectual Impairment

• Emotionally Disturbed

• Speech/Language

Impairment

• Visual Impairment

• Hearing Impairment

• Other Health Impairment

• Etc…

• Modality-matched

instruction

• Disability-specific

classrooms

• Slower introduction of

concepts

• Curricula separated from

general education

Decisions Based on Individual Child’s RtI

General education, AND IF NEEDED

Intervention, AND IF NEEDED

Identification of LD and other high incidence disabilities, AND IF NEEDED

Design of Special Education IEPs with instruction driven by RTI

Key Mechanism: Formative Evaluation

Slide adapted from Allan LloydJones

USE OF RTI: IN AND OUTSIDE OF SPECIAL EDUCATION

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WHAT ROLE DOES RtI PLAY ONCE DISABILITY IS DIAGNOSED & A STUDENT RECEIVES SPECIAL

EDUCATION SERVICES?

Everything! The train goes both ways!

• Although disability is a lifelong condition, placement within special education need not be.

• Progress must be expected within placement and progress monitoring practices should be in place.

• Determine your own semantics (RtI or AIS)

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CONCLUSIONCONCLUSION

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Is a comprehensive, school-wide approach that seeks to prevent further educational failure

Takes into account curriculum and assessment considerations

Addresses teachers’ and school leaders’ professional development and capacity building needs

Requires strong leadership, collaboration among special educators, general educators, and families

A SUCCESSFUL RtI MODEL…

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CENTRAL SUPPORT- IMPLEMENTING RtICFNs have designated Cluster and Network RtI points responsible for managing communication and coordination across relevant CFN functional areas to support schools in implementing RtI. THIS STRUCTURE WILL CHANGE SOON AND A NEW SUPPORT HIERARCHY WILL BE ANNOUNCED.

The Office of Literacy and AIS offers a variety of opportunities for network and school staff to learn more about effective RtI implementation, building upon the systems, structures, curriculum, assessment, and intervention strategies they already have in place or in development. The varied PD opportunities fall into three categories:•The RtI Practice Series•The RtI Toolkit Series•The RtI Speaker Series•(Limited) On-Demand Events

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NYCDOE RtI RESOURCES

• RtI was included in the DOE’s 2012-13 Citywide Instructional Expectations shared with schools in Spring 2012:

“In K-5 reading, make specific plans for screening and provide tiered instruction and interventions for students, as required by New York State’s implementation of Response to Intervention (RtI). Note that while schools will be held accountable in the current phase of implementation for K-5 reading only, all schools should consider systems for supporting students across the content areas.”

• The DOE shared a comprehensive RtI Reference Guide and RtI Overview FAQ with CFNs and schools in June 2012:

These resources can be accessed on the DOE’s Academic Policy RtI Intranet Page:http://intranet.nycboe.net/Accountability/APR/RTI/

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IS THERE A FIRE IN THE HOUSE? Yes! We’re in a literacy crisis:Nearly 7,000 students drop out of high school daily, adding up to about 1.2 million students

annually who will not graduate from high school with peers as scheduled.

Editorial Projects in Education, ―Diplomas Count 2011: Beyond High School, Before

Baccalaureate, special issue, Education Week 30, no. 34 (2011)  

The most commonly cited reason is that they do not have the literacy skills required by the high school curriculum.

SY 2010–11 National Assessment of Educational Progress (NAEP) Reading Scores for Eighth Graders

NCES, Nation’s Report Card: Reading 2011;

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EARLY INTERVENTION IS EFFECTIVE

Prevention studies in reading (and behavior) commonly show that 70- 98% of at risk children (bottom 20%) in K- 2 can learn to read in average range.

(Lyon et al., 2006)

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Q&AASK NOW OR LATER….

Esther Klein Friedman, Ph.D.

efriedm@schools.nyc.gov

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