1. Implementing RTI WebinarBy
John E. McCook, Ed.D
February 17, 2011
Reading Horizons The Foundation for Reading English
Copyright kept by author 2011

2. Teaching Reading is Urgent: Brutal Fact
Percentile
Rank
Minutes Per Day
Words Read Per Year
Books
Text 98
65.0
67.3
4,358,000
4,733,000
~ A student in the 20th percentile 90
21.2
33.4
1,823,000
2,357,000
reads books 0.7 minutes a day. 80
14.2
24.6
1,146,000
1,697,000
~ This adds up to 21,000 words 70
9.6
16.9
622,000
1,168,000
read per year. 60
6.5
13.1
432,000
722,000
~ A student in the 80th percentile 50
4.6
9.2
282,000
601,000
reads books 14.2 minutes a day. 40
3.2
6.2
200,000
421,000 30
1.8
4.3
106,000
251,000
~ This adds up to 1,146,000 words 20
0.7
2.4
21,000
134,000 10
0.1
1.0
8,000
51,000 2
Torgeson, J.K. 2005

3. Early Intervention Changes Reading Outcomes
5.2 5
4.9
Intervention
With substantial instructional intervention 4
3.2
Control
With research-based core but without extra instructional intervention
Low Risk on Early Screening
Reading grade level 3
2.5 2
Notes:
Children from the bottom 15% in phonemic awareness and letter knowledge were randomly assigned to either a control group, or a group that received more intensive reading instruction in first and second grade.
[click] The dotted red line shows the progress of the children who did not receive extra instructional intervention, and you can see that improved classroom instruction produced slightly better outcomes for them than in the earlier study in the same schools.
[click] However, the children who were identified by the screening tests and received substantial instructional intervention did almost as well as average children by the end of fourth grade.
Improved classroom instruction will help our most at-risk children learn to read better, but most will require more intensive interventions if we expect them to read at grade level by the end of fourth grade. 1
At Risk on Early Screening 44
Grade level corresponding to age
Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies.  In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp ). London: David Fulton Publishers. Slide coursety of W. Alan Coulter

4. The Five Phases of Implementation
Awareness
Commitment
Capacity
Implementation
Evaluation

5. Non Negotiable Components of RTI
Universal screening
Multiple tiers of intervention
Progress monitoring
Problem-solving or standard protocol approach –the SAT Team
Integrated data collection/assessment system
Scientific, research-based interventions
Fidelity
Professional Development

6. Theoretical Foundation
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Primary prevention is provided to all students and focuses on giving students the necessary academic skills. If done systemically and comprehensively, a majority of students are likely to be affected.
Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort.
If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the academic problems.
Universal Interventions
All students
Preventive, proactive
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
80-90%

7. Assessment under RtI Assessment= Universal Screening + Diagnostics
Progress Monitoring

8. Carrot Scores increase Children provided interventions much earlier
Ineffectiveness of special education
Caseload
Expectations
Delay
Human resource effective
30 minutes of intervention in K takes 2 hours per day in fourth grade (National Institutes of Health study, 1999)

9. Stick Approach IDEA ‘04 language NCLB Pay me now or pay me later
Scores down
NAEP standards
Global economy
Restructuring

10. How did support team receive child?
Parent refers Support Team Teacher refers Referral to Special Education

11. Support Team Under RTI
Purpose is to keep child in general education classroom
To provide interventions and measure progress in general education
To gain buy-in from general education teacher

12. How Does Child’s Situation Get to Support Team Under RTI?
Data Bring Child’s Needs to Attention of Support Team Through Benchmarks
Vast Majority is this way.
Support Team Process
Some come from parents.
Few come from teachers.
Parent Referral
Teacher Referral

13. Universal Screening CBM: Is a standardized test Is given to everyone
Measures critical skills
Is brief
Can be repeated frequently
Is inexpensive and easy to administer and score
Provides data to assist with decision making at the individual student, class, school or district level
Tells us which students are “at-risk” and need supplemental instruction/intervention

14. Universal Screening Development of “benchmark” data norms
Classroom
Grade level
School
District
Benchmark data taken three times per year
Fall
Winter
Spring

15. Universal Screening
Data from benchmarks must be available to teachers, principals, and district staff and shared with parents
Data must be “user friendly” in format

16. Example of Benchmark Data

17. Not Good! Look at the drop
In the spring!!!

18. One of “our” students—Look
at his progress!!!

19. What do probes look like?
Reading R-CBM
This student read 72 WRC/8 Errors

20. Reading Comprehension Maze
15 correct with 1 error

21. Positive Response to Intervention

22. Not Responding to First Intervention

23. Better Response to Intervention

27. Tier I is Critical!!!
Scientifically based curriculum delivered with FIDELITY
Continues during Tier II
Continues during Tier III
The better Tier I is the fewer children will become Tier II or Tier III!

28. Tier II Elementary Middle/High
Minimum of 30 minutes of SUPPLEMENTAL scientifically based research intervention per day at least three days per week
Tier I continues
Middle/High
Minimum of a period of scientifically based intervention per day
Middle
Usually occurs during “elective-exploratory periods”
High
Usually a scheduled “class period” richly staffed

29. Tier II Implementation
Tier I Classroom
Tier II Intervention
Teacher provides scientifically based research curriculum
Teacher provides additional help to struggling students
Teacher takes data through classroom activities and progress monitoring for “at-risk” students prior to going to Tier II—after going to Tier II, PM done at Tier II
Scientifically researched intervention provided in ADDITION to classroom
Progress monitoring occurs at least weekly and preferably twice per week

30. Tier III Implementation
Tier I Classroom
Tier III
Teacher provides scientifically based research curriculum
Teacher provides additional help to struggling students
Teacher takes data through classroom activities and progress monitoring for “at-risk” students prior to going to Tier II—after going to Tier III, PM done at Tier III
Tier II is deleted
At least two 30 minute interventions for a targeted student per day for at least 45 days within 60 school days
Progress monitoring is twice per week