Unit 5: Cornerstones to Learning:Reading & Math

Response to Intervention (RTI) “What Teachers of Reading Need to Know”

Presentation by: Rich Welsh

EDU 579 Seminar on Current Issues in Education

Learning Outcomes

Comprehend the Response to Intervention process and its levels.

Constructing ideas about implementing RTI strategies within a school building and classroom.

Understand that RTI is a process that prevents students from being labeled as LD,

Brainstorming…

What are the reasons students are classified as learning disabled in the classroom?

How does differentiated instruction differ from tracking students?

How can we accurately measure students progress toward reaching expected benchmarks?

Understanding RTI

RTI Processes to follow: Five steps of RTI Process

Step 1: Establishing Universal Literacy Practices Step 2: Implement Scientifically Valid Interventions Step 3: Monitor Progress of Students Step 4: Individualize InterventionsStep 5: Decision Making Process for Special

Education Services

Step One: Establishing Universal Literacy Practices

Prevention begins with universal literacy screening to identify students who may be “at risk”: - Students are screened on basic literacy skills

about 3 times/ year.

Results are compared with minimal benchmark scores.

Students who do not meet these benchmarks are considered at risk.

Step One: Establishing Universal Literacy Practices

Identifying students who are struggling to meet benchmark expectations start the RTI process: 1) Administer Literacy Screening Assessment2) Entry benchmark & expected score are

formed3) Small group instruction begins and progress

monitoring assessments are implemented to measure growth toward an expected benchmark.

Examples of Literacy Screening Assessments

Screener Dynamic Indicators of

Basic Early Literacy Skills (DIBELS)

Phonological Awareness Literacy Screening (PALS)

Texas Primary Reading Inventory (TPRI)

Illinois Snapshots of Early Literacy (ISEL)

AuthorGood & Kaminski,

2002Invernizzi, Juel,

Swank, & Meier, 2005

Texas Education Agency

Illinois State Board of Education, 2008

If you were principal …

1) How would you implement RTI in to your school’s everyday instruction?

2) How would you evaluate an entire school’s progress in a systematic manner?

Reading Groups for Individualized Instruction

RTI

Step 2: Implement Scientifically Valid Interventions

Students who do not meet benchmarks receive additional instruction.

RTI requires that instructional interventions be scientifically valid, public, implemented and systematically evaluated.

Usually in small group environments and focus on improving students reading. (Decoding, fluency, comprehension)

Step 2: Implement Scientifically Valid Interventions

Student’s needs are discussed and interventions are designed by a collaborating educators team.

1) Review data and identify an area that is not meeting benchmark.

2) Implement an intervention strategy to help improve area. (Active reading & Rereading)

3) Small group instruction (3) in 20 minute intervals 3 times a week.

Tier Time

3 Tiers for small group instructionReceived differentiated instruction though “Leveled

Readers”. Approaching, On Level, Beyond

Themes and skills connect with whole group instruction.

PSSA Weekly Assessments are given to monitor student progress.

Results are reviewed and goal is to move students to a Proficient level and Tier 1 .

Step 3: Monitor Progress of Students

RTI requires that progress-monitoring data is continuously collected as students receive interventions. Accuracy (POWC) Fluency (WCPM) & Comprehension ChecksProgress is reviewed after 6 weeks

Weekly assessments based on targeted skills should be evaluated and reviewed on a weekly or biweekly basis.

Assessments determine students’ progress. If they show improvement they move up a tier.

If you were principal …

1) How would you implement RTI in to your school’s everyday instruction?

2) How would you evaluate an entire school’s progress in a systematic manner?

Step 4: Individualize InterventionsStudents who continue to struggle with initial

intervention instruction require more intense, targeted interventions.

Additional assessments are necessary to clarify the

nature of difficulty.

The data generated should be used together by teachers, principals, school psychologists and parents.

Step 5: Special Education ServicesDecision-making process determines eligibility

for special education services occurs when necessary.

Team of school-based professionals and parents review data and determine if student is eligible for special education services.

Special education services may be implemented if student has not responded to interventions implemented for a sufficient time period.

Researched Strategies

Be proactive about a student’s background.Discuss students family culture and interests.(reinforces academic development.)

Identify students academic level/abilities.

Explain expectations and work toward a common goal.

Key Questions …

How can we accurately measure students progress toward reaching expected benchmarks?

How can principals ensure that the programs being implemented in our classrooms are as effective as the RTI research is?

Overall Summary

Response to intervention assists in identifying students not reaching benchmarks, who are considered at risk.

Students are placed into three tiers. Small group instruction and active reading strategies are implemented to improve areas in reading.

Students progress is monitored and evaluated by a school team to determine if current strategies are showing improvement toward benchmark.

Reading Groups- Tiers

References 1. Annual Editions: Education, Thirty-Seventh Edition (2010-2011)

2. Literature Circles Resource Center http://www.litcircles.org

3. Fuchs, D. & Fuchs, L.S. (2006). Introduction to response to intervention: What, why and how valid is it? Reading Research Quarterly, 41(1), 93-99.

4. Pearson, P. D. (2006). Foreword. In K. S. Goodman (Ed.), The truth about DIBELS: What it is, what it does (pp. v-viii). Portsmouth, NH: Heinemann.