1. PEM Response to Intervention Reading Model for Teachers
The RTI Process

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

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

4. 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)

5. 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.

6. 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.

7. 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

8. 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).

9. 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.