1. An Introduction to Response to Intervention
Building Rti Team could present their rationale for why they would like the school to participate in RtI implementation and be a school who receives coaching support.
RtI

2. Definition of RtI
The practice of high quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction, and applying child response data to important educational decisions.

3. Continuum of School-wide support
Tier 3
Tier 2
Tier 1

4. Problem Solving
RtI an integrated
System
Measurement
Instruction

5. How do I know a student needs additional support? Use the data.
NWEA-below 40th percentile for grade level
Kindergarten assessment-recognize12 or less letters at beginning of year
F and P-At these levels or below
1st Grade-Level A/B
2nd grade-Level I
3rd grade-Level M
4th grade-Level P
5th grade-Level S
ORF-below 40th percentile

6. (CBM)

7. Oral Reading Fluency (CBM-R)
Student reads a passage aloud for one minute
Count the number of words read and the errors
Subtract errors from total words to get Words Read Correct.
Median WRC from 3 passages used for benchmark testing of all students
1 passage used for frequent progress monitoring
Strong correlations with state tests (0.7 – 0.75 range)

9. Example of a Single Student progress monitoring Graph

11. Performance of a Single Class

12. Instructional Recommendations for that same class
6 students now are performing below grade level

13. The NWEA scores for the same class
4 students performing below grade level

15. AIMSweb Test of Early Literacy (TEL)
Letter Naming Fluency
Letter Sound Fluency
Phoneme Segmentation
Nonsense Word Fluency

16. Response to Intervention-Time, group size and Frequency
Consideration for SPED Assessment
3 times per week for 30 minutes individually
4 times per week for 30 min. with 4-5 other students

17. Our Pilot with RtI
Fall 2007
120 students identified as Tier I (17% of Mwta)
After 6 weeks of intervention – data showed that 47% of these students were on target to meet grade level expectations.
53% of the 120 moved on to Tier II
Spring 2008
9% of students are in Tier II
3% of students are in Tier III

18. Progress Monitoring for Tier II
Aimsweb
Reading specialist works with students and meets frequently with teacher
After 9-12 weeks -then decision for next step is made based on Aimsweb growth
Continue Tier II
Return to Tier I
Add Tier III if….
Growth rate below Aimline on Aimsweb

19. If Tier II is successful
Return to Tier 1-classroom interventions
Progress monitoring every other week for 12 weeks
After 12 weeks monitor monthly

20. If Tier II is not successful, Add Tier III
Grade level problem solving team (reading specialists, classroom teacher, other support staff) make determination after 9-12 weeks of Tier II
If growth is below the aimline for Aimsweb -recommend Tier III.

21. Tier III Progress Monitoring
Conduct 1 reading probe per week with Aimsweb
After 9-12 weeks meet with grade level problem solving team to review the progress and determine next steps.

22. If Tier III is successful
Stay with Tier II for 9-12 weeks and use weekly progress monitoring
If successful in Tier II return to Tier I and continue progress monitoring every other week for 12 weeks, then monitor monthly