1. RtI Strategies and Interventions

2. Getting to Know Me Scott A. Lutz
BS of Science in Elementary Education K-6
MS in Special Education N – 12
Completed Educational Administration Program Coursework(working on internship)
Classroom (Emotional Support LIU #12) experience……5 years
IST Teacher for NESD (York Haven and Mt. Wolf Elementary)…3 years
RtI Intervention Specialist for NESD (Mt. Wolf Elementary)…2nd year
Literacy Coaching Network

3. What is Response to Intervention?
A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk.
An instructional methodology
An alternate to the discrepancy model for the
identification of students with learning disabilities.
A diagnostic methodology

4. Problem Solving
Uses the skills of professionals from different disciplines
Develop and Evaluate Intervention Plans
Data-based plans structured to improve the school performance of individual and/or groups of students

5. How does the RtI process operate in my child’s school?
Effective instructional/intervention programs
Tier 1 Core – Everyday Math, Houghton Mifflin Reading, Mastery Math Facts
Tier 2 Supplemental –Title 1 Reading, Fundations, GATE, SOAR, Read Naturally……………… all in small group
Tier 3 Intensive – Wilson Reading, Fundations, GATE, SOAR, Read Naturally……………… 1-on-1 instruction, increase intervention time and/or increase frequency of the intervention

6. Response to Intervention Framework
Tier 3: Intensive
Interventions
for
Low Performing Students
Alter curriculum, Increase Instructional Time, Smaller teacher to student ratio
support resources…
Percentage of Students Requiring Intensive Supports Decreases
Continuum of Time, Intensity and Data Increases
Tier 2: Strategic and Targeted Interventions for
Students At–Risk for Failure
Strategic Instruction, Increase Skill Focused Time for Instruction to Learn
Tier 2: Strategic and Targeted Interventions
for
Students At–Risk for Failure
Strategic Instruction, Increased Time and Opportunity to Learn
Tier I: Benchmark and School Wide Interventions
for
Students on Grade-level (benchmark)
and
All Students (Effective Instructional Practices provided within the General Education Curriculum)
Tier I: Benchmark and School Wide Interventions
for
Students on Grade-level (benchmark)
and
All Students (Effective Instructional Practices provided within the General Education Curriculum)

7. Wilson Fundation Benchmarks 1st Set of Probes Probes 1-16
Wilson Fundations: Letter Sound Identification Progress Monitoring Student: Grade: Teacher: Year: Intervention Period: September 2009 – May Goal: Refer to the chart below for the program’s Beginning-Mid and Mid –End of the Year Benchmark(s).
Wilson Fundation Benchmarks
1st Set of Probes Probes 1-16
Letter Naming… ……………25 Letters
Letter Sound Automaticity… 25 Sounds

8. Phonemic Awareness Smallest units making up spoken language
Combine to form syllables and words
Refers to the student’s ability to focus on and manipulate these phonemes in spoken words
“hat” has only one syllable, it has three different sounds: /h/ /a/ (short a) /t/. Children who are taught to listen for and can hear the different sounds early on have proved to become stronger readers
According to the National Reading Panel, teaching phonemic awareness to children significantly improves their reading ability.

9. Phonics Relationship between: letters or word families short vowels
long vowels
letter combinations and the sounds they represent
As determined by National Reading Panel, phonics instruction helps early elementary students develop proficiency in…..
decoding
spelling
understanding words.

10. Reading Fluency Fluency is the ability to
read as well as we speak and to make sense of the text without having to stop and decode each word
The National Reading Panel’s research findings concluded that guided, repeated oral reading significantly improves
word recognition reading fluency
comprehension in students of all ages.

11. Vocabulary
Vocabulary development is closely connected to comprehension.
According to the National Reading Panel, students need to:
Hear
Read
Understand
Use new vocabulary words in various contexts to build their comprehension levels
Repeated exposure of vocabulary within text., aided by quizzes, glossaries, and crossword puzzles, is paramount to building vocabulary.

12. Comprehension
Comprehension is the level of content understanding a student has after reading a passage.
The National Reading Panel determined that young readers develop text comprehension through a variety of techniques, including
answering questions (quizzes)
summarization (retelling the story).

13. What can I do to enhance my child’s reading skills?
Offer the gift of time and support.