Data Collection• Benchmark (CBM Family)• Progress Monitoring

Interventions• Tiers• Training/Materials

Problem Solving Model• Allocation of Resources

CBM Family• Flynt Cooter Passages• Intervention Central

Benchmark ScoresProgress Monitoring

Types of Benchmark/Progress Monitoring

Data• Letter Recognition• Letter Sound Recognition• Fluency

Alphabetics• Phonemic awareness

Manipulate sounds• Phonological awareness

Linking sounds to letter symbols to make words Reading fluency

• Speed and accuracy Comprehension Vocabulary

LETTER RECOGNITION

Interventions are based on monitored progress and are targeted to specific student needs

Interventions are administered by classroom teacher, reading specialist, and other highly qualified teachers

Interventions provide students with ADDITIONAL instruction

USING OUR DATA as a GUIDE…

We identify…

-The Students-The Needs-The

Intervention

5%

15%

80%Tier 1

Tier 2

Tier 3HIGH RISK

AT RISK

Harcourt Trophies

Intervention Kit

Heggerty

Six Minute Solution

GREAT

LEAPS

REWARDS

WILSON

READING

A Three Tiered Approach

Tier ThreeWilson Reading Program

Tier Two ?

Tier OneGuided ReadingHeggerty Phonemic Awareness

Opportunities to respond to research-based instruction and interventions are ruled out

Comprehensive student evaluation is conducted by multidisciplinary school team

Use multiple assessments, including RtI generated data to determine specific LD

Develop student IEP guided by instructional data collected during various stages of RtI

Required by NCLB, IDEA, and RtI• Monitoring of general education• Core curriculum that addresses needs of all

students and all subgroups• Supplemental instruction for struggling

readers• Intensive interventions for students who

have not experienced success• Instruction over discrepancy

IDEA: PL 108-446 300.307 (a) (3) Must permit the

use of a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures• Schools no longer required to use

discrepancy model (waiting for failure) for determining LD

i. GENERAL - Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, READ, write, spell…

ii. DISORDERS NOT INCLUDED - Specific learning disability does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage

• A child does not have SLD if there is a lack of high quality reading instruction or

• Has limited English proficiency

15 percent of IDEA Part B funds can be used for early intervention• Professional development• Assessment• Materials• Other services

NCLB funds

Classroom teacherCertified reading specialistSpecial education teacherParents of childPrincipal Speech teacher School nurse

Problem Identification

Problem Analysis

Plan Development

Evaluation

What do we need to do? Who will do it?

Teachers Service Providers Administration

When will we do it? How will we do it?

Assist with administering CBMs

Meet with Intervention Team and Principal to review data and make decisions

Implement research based interventions

Monitor progress of students through data

• Work with students in several locations of the building

• Use Research-Based Interventions with students

• Magnify efforts in specific areas

• Assist in data collection

• Coach Teachers on Reading Strategies

• Assist in Training

RtI is the:

Establishment of effective teaching strategies and core curriculum with general education population

Universal screening of ALL students

Use of research based interventions in general education

Measurement of student responses to interventions

Use of student RtI data to change intensity or form of new interventions