Assessment to Improve Reading: Response To Intervention (RTI) Model

What is RTI? An assessment and intervention process designed to let schools meet students diverse learning needs. It emphasizes the importance of high quality, research based instruction in the classroom in order to foster student achievement and limit learning difficulties through the use of proven teaching methods. It also takes into account student’s specific learning strengths and interests. (Whitten, Esteves & Woodrow, 2009)

What is RTI? It is a school-wide multi-tier prevention system which has three levels of prevention and intervention. The first tier/ primary prevention selects students who fail to respond appropriately to the general /universal primary education. The second tier administers standardized research-based small group tutoring. The third tier involves individualized tutoring based on systematic and on-going progress monitoring to inform instructional planning.

Goals of RTI Early identification of at-risk students before learning problems severely distance a student from peers. Identification of students with LD who are repeatedly unresponsive to validated standardized forms of instruction and instead require individualized, evidence-based instruction. Elimination of ineffective instruction or curriculum as possible explanations for student struggles.

5 Principles of RTI All children can learn. Quality assessment informs instructional practice. Quality teaching makes a difference. Positive relationships within the classroom maximize learning Educators must work as a team.

Essential Components of RTI 1) Screening A large number of students are measured at the same point in time on a brief test. Usually at the beginning of the school year. This identifies the students who would be at-risk for reading failure so that prevention services can be put in place immediately. Research has shown that early intervention provides the best forum for remediation of these students.

Essential Components of RTI Screening A recommended screening cut score which identifies large pools of students is used e.g (those below the 50th percentile). These students are suspected to be at risk rather than deemed to be at risk Students complete weekly progress monitoring assessments for the next 6-8 weeks Progress monitoring scores are used to determine whether the suspected student has improved over the 6-8 weeks period or not. If the student fails to progress they are deemed to be at risk and a secondary intervention is instituted. Since it is often difficult to use a one time screening test to get precise specifications on students who are or are not at risk, based on research screening is combined with progress monitoring.

Essential Components of RTI 2) Progress Monitoring Is a system of monitoring the support provided for students. Students are assessed at least monthly Scores are graphed against time A line/slope of best fit is plotted through the points Weekly rate of increase is then calculated Students current score and weekly rate of increase is used to: Determine whether the student is responding accurately to the instructional program To design individual instructional plans for students who are unresponsive to validated evidence-based instructional program.

Essential Components of RTI Progress Monitoring Two major forms of progress monitoring are: Mastery Measurement (Hierarchy of skills for instruction. 2) Develop criterion reference tests.) General Outcome Measurement. (Simultaneously assess performance across many skills represented in the school curriculum. E.g Curriculum based measures-CBM) It is a standardized test in that the behaviours to be measured as well as the procedures for measuring them are prescribed. All test must have the same level of difficulty and span the entire school year. A fixed amount of time is given to complete the tests.

Essential Components of RTI 3) Multi-tier Prevention System Is a system of providing evidence based interventions based on students responsiveness. Students are exposed to increasingly intense levels of instruction and interventions The primary level/ Tier 1 is the core curriculum. ( 80-90%) The secondary level /Tier 2 provides support targeted to students needs. (5-10%) The tertiary level/ Tier 3 provides more intensive support than the secondary ( 1-4%)

Tier 1 Research-based curricula Research-based instructional methods Assessment of student learning strengths, interest, and academic performance. Teaching strategies targeted towards individual academic needs, interest and learning strengths. Differentiated instruction within the classroom. Flexible grouping. Screening of student achievement. Ongoing professional development. 90 minutes a day or more for literacy.

Tier 2 Diagnostic evaluation of students’ academic strengths and needs. Collaborative problem solving by RTI Teams. Parent involvement in problem solving process. Supplemental research based interventions that target the identified area of need. Small group instruction. Monitoring of interventions. Progress monitoring

Tier 3 More intensive interventions Increased one-on-one small group instruction. Research-based strategies targeted to learners attributes. Monitoring of interventions Progress monitoring

Essential Components of RTI 4) Data Based Decision Making The system uses data derived from screening and progress monitoring to adjust the intensity and nature of the intervention based on student responsiveness These decisions include those on Instruction movement between levels disability identification A wide net is cast so that no one is missed.

Essential Components of RTI National Skill Center on Response to Intervention All four components of RTI must be culturally responsive and evidence-based. Signified by the back and forth arrows.

Research-Based Teaching Based on research, effective core reading instruction in the Primary Grades involves: Phonemic Awareness & Phonics Instruction Beginning readers benefit from systematic explicit instruction in small groups. Focuses on how to hear the individual phonemes. Activities should encompass 5 to 18 hours of total school time.

Research-Based Teaching Fluency Instruction Oral reading fluency procedures where students receive general support has an effect on their reading.

Research-Based Teaching Vocabulary Instruction Leads to gains in reading comprehension. Research does not support the pre teaching of many words (five or more) which the student may encounter in the lesson. Research suggest that the best place to introduce the meaning of these words is as they come up in the passage itself. The teacher can stop at the end of the sentence or page to help elicit meaning.

Research-Based Teaching Comprehension Instruction Teaching students how to use multiple strategies in natural settings such as small group discussion has been most effective. The teacher however must structure opportunities for the students to use the strategies when reading and discussing text together in small groups. The teacher should move from group to group to coach students.

Research-Based Teaching Research-based Instructional Methods which should be used across all curricula and grade levels include: Set Learning Goals Activate Prior Knowledge Cueing Questioning Advance organizers

Research-Based Teaching Use Visual Representations. Pictures Charts Video clips Graphic Organizers (story maps) Mental images Physical models Websites Kinesthetic activities (role play of scenes from a book)

Research-Based Teaching Assign Practice Opportunities. Promote Higher Level Thinking Provide Strategy Instruction Use Gradual Release of Responsibility Framework.

Research-Based Teaching Use Direct Instruction State the objective of the lesson and state why these objectives are important. Review skills or knowledge necessary to learn the new information. Present the new information in an organized manner. Question students to infuse activities that check for understanding. Provide guided practice Provide independent practice Assess Provide more opportunities for practice in the form of homework.

Research-Based Teaching Integrate Problem Based Learning. Explain the problem or present a realistic scenario with the problem embedded. Set up students in heterogeneous collaborative groups (3-4 students per group). Instruct students to discuss what they know about the topic, set learning goals, explore the problem, generate and test possible hypotheses, and arrive at a solution. Intersperse worked out examples of the problem as models and challenge students’ thinking Help students reflect on problem solving process and discuss the solutions different groups worked out.

Teaching Effectively Within an Elementary Classroom Must Entail: Making good instructional choices Clarity of purpose and timing of different parts of their lesson Providing students with challenging, motivating activities Having a good balance between whole group and small group instruction, active and passive involvement in learning, explicit instruction and coaching Use of assessment data Culturally responsive instruction. Using vocabulary words at the point of contact. Do not ask students many low level questions since they will not actively engage their thinking.

Examples of Secondary Interventions for At-Risk Reading Students Kindergarten 1st Grade 2nd Grade Phonological Awareness Focus on one or two types of manipulation (e.g blend and segment) Start with activities that are orally initiated, then link to print. Provide opportunities to respond individually and as a group Can use manipulatives. Use print. Can use manipulatives Phonics & Word Study Introduce letters and sounds systematically Sounds are combined to form words. Give students the opportunity to practice writing the letters and words they are learning. Reading in books that words students have learned. Using decoding strategies Patterns and rules are introduced systematically

Kindergarten 1st Grade 2nd Grade Comprehension Introduce strategies systematically Model strategies Focus on most important idea. Use different types of questions Model use of self monitoring and comprehension strategies Provide opportunities to use self monitoring and comprehension strategies Make sure book is at instructional level. Introduce book not preview vocabulary Provide opportunities to use self monitoring and comprehension strategies. Fluency Provide a good, explicit model. Provide opportunities to reread text Instruct students to reread text at least three times Establish performance criteria. Vocabulary Model and teach the use of both explicit and implicit vocabulary instruction activities. Provide multiple opportunities to practice and use key vocabulary

Secondary Interventions Associated with Improved Outcomes for Students At-Risk Reading Difficulties. Use appropriate grouping formats. (Students with similar learning needs) Provide targeted instruction 3 to 5 times per week Ensure that additional instruction aligns with students primary instruction. Provide on going and systematic instruction with feedback and scaffolded instructional support for students.

Secondary Interventions Associated with Improved Outcomes for Students At-Risk Reading Difficulties. Provide extended practice in the critical components of reading instruction based on students needs. Increase time as needed for word study, fluency and comprehension. Use systematic curriculum-based assessment to document student growth and inform instruction.

References Fuchs, D., Fuchs, L., & Vaughn, S. (2009). Response to intervention: A framework for reading educators. USA. International Reading Association. Whitten, E., Esteves, K.J., & Woodrow, A. (2009). RTI success: Proven tools and strategies for school and classroom. USA. Free Spirit Publishing.