PEM Response to Intervention Reading Model for Teachers The RTI Process

Tier One Support Interventions for a student are set up by the general education teacher for the classroom setting.

Types of Reading Interventions Phonemic Awareness Fluency Comprehension Vocabulary Supplemental Reading Instruction

Types of Documentation Needed Teachers need to collect 12 data points over a minimum of 7 weeks on a student chart: 1. Intervention Log 2. Student Graphs 3. Success Maker Report 4. Read Naturally Charts 5. AIMS Web Graphs 6. Teacher Created Chart(s)

Student Progress After 7 Weeks Student makes adequate progress – (trend lines of 12 data points indicate improvement) continue intervention Student does not make adequate progress – (trend lines of 12 data points indicate no change or minimal improvement) Teacher brings student’s data to problem solving team.

Tier Two Support Problem Solving Team designs intervention and data collection for an additional 7 week period. This will also include participation in a RTI reading class.

Results of Tier Two Intervention Intervention is successful and student makes adequate progress. Problem Solving team will decide how long the student remains in the RTI reading class. A Special Education referral is not needed. Intervention is unsuccessful and student does not make adequate progress. Problem Solving Team reconvenes and designs an additional 7 week intervention OR Refers for Special Education Evaluation

Special Education Evaluation Student meets state and federal criteria for a category of Special Education Case Manager is assigned and student will begin receiving services. Student does not meet state and federal criteria for a category of Special Education Evaluation team provides recommendations to parent(s) and teacher(s).

Tier Three Support An Individual Education Plan (IEP) is written with input from classroom teacher(s), parent(s), special education staff, and possible outside agencies. The IEP team determines what accommodations and modifications will help the student to be most successful. May include direct time in a resource room setting. Communication between classroom and special education teachers is critical for student success.