1. Intervention & Strategies Support Program
Professional
Development
RTI
Problem Solving Model
Tiered
Interventions
Universal
Screening
Data Driven
Decision
Making
Research
Based
Programs

2. Multi-tier Intervention Model
Intensive
Interventions
Intensive remediation
In-depth assessments
Intense progress monitoring
All decisions are data driven
Consideration to referral for SpEd.
Refined Individualized Instruction 5%
Student Population
Tier 2: Targeted Interventions
Interventions tailed to student needs
Increased learning time
Targeted Progress Monitoring
Focused small grp & 1:1 learning
Problems solving process & data analysis
15%
Tier 1: Performance Based Instruction for ALL Students
Strategies Instruction
Universal Screenings
Differentiated Instruction
Standards based curriculum
Curricula offers Universal Design for Learning features
Instruction is guided by progress monitoring & assessment
80%

3. Data Driven Decision Making
Tier 3 Intensive, Individual Interventions
Individual students
Assessment-based
Intense, durable procedures
Tier 2 Targeted Grp Interventions
Some students (at-risk)
High efficiency
Rapid response
Tier 1 Core Instructional Interventions
All settings, all students
Preventive, proactive

4. Universal Screening Sample Screening for Possible Reading Risk
Grade
CBM Probe
Cut-off
Kindergarten
Letter Sound Fluency
< 10 letters/minute
Grade 1
Word Identification
Fluency
< 15 words on list/minute
Grade 2
Passage Reading Fluency
< 15 words in text/minute
Grade 3
< 50 words in text/minute
Grade 4
Maze Fluency
< 10 Maze replacements/
2.5 minutes
Grade 5
< 15 Maze replacements/
Grade 6
< 20 Maze replacements/

5. Research Based Programs
Things to consider in new intervention programs
1. Is the Intervention backed by “strong” evidence of effectiveness such as pre-post studies.
2. If the intervention is not backed by “strong” evidence, is it backed by “possible” evidence of effectiveness
3. If the answer to both questions are NO then the intervention is not supported by meaning full evidence.
What do researchers in the field say?
Catts, H.W., Fey, M.E., Zhang, X., & Tomblin, J.B. (2001). Estimating risk for future reading difficulties in kindergarten children: A research-based model and its clinical implications. Language, Speech, and Hearing Services in the Schools, 32,
Compton, D.L., Fuchs, D., Fuchs, L.S., & Bryant, J.D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98,
O’Connor, R.E., & Jenkins, J.R. (1999). Prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3,
Severson, H.H., Walker, H.M., Hope-Doolittle, J., Kratochwill, T.R. & Gresham, F.M. (2007). Proactive, early screening to detect behaviorally at-risk students. Journal of School Psychology, 45,
Commissioned Reports and National Centers such as

6. RTI Problem Solving Model
RTI model vs Stat Model
Nebraska Dept of Ed.

7. Professional Development Cycle