Definition of Response To Intervention (RTI) Essential Components of RTI Benefits of RTI for students, parents, and teachers Ways in which RTI could be implemented into CBJ Elementary School
“With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities.” (NCRTI, 2010)
“Ensures that all students receive high-quality instruction in the general education classroom” (Doug Fuchs) “Promotes immediate intervention as soon as students reading problems are revealed” (Fuchs) “Curtails the development of substantial reading difficulties” (Fuchs) “Reduces inappropriate referrals for and placements in special education” (Fuchs)
According to Fuchs (Fuchs et al., 2008): Universal testing three times a year for all students in grades Kindergarten-Fourth Students that are at risk for reading failure are identified for intervention Combination of data-based procedures and curriculum-based measurements will be used to carefully monitor the progress of students
The primary benefit for students, according to the Council For Exceptional Children, is that they don’t have to “wait to fail” to receive support, as they did in the discrepancy model that compares achievement with IQ scores.
According to the Samantha Clever of the NEA, “parents should be aware of the RTI plan and the process.” (Clever April 2009) As we work with you, we will discuss the plan(s), the assessment tools we’ll be using, the interventions we’ll be using with your student, and the results.
Teachers are able to identify the Tiers that their students are in (i.e. Tier 1, 2, or 3) and can determine any additional intervention(s) that each student may need Allows teachers to plan for and provide instruction that will help improve students’ educational skills at an early age
Kindergarten: Letter-sound fluency (Smith and Tyler p.171) Grade 1: Word identification fluency; word recognition on a timed test (Smith and Tyler p.171) Grade 2-3: Passage reading; reading a paragraph aloud (Smith and Tyler p.171) Grade 4: Maze fluency; filling in missing words when reading a passage (Smith and Tyler p.171)
Teacher: Say the sound that goes with a group of random letters in the alphabet Student has one minute to complete as many letters as they can Source: Smith and Tyler p.173 (Lynn and Doug Fuchs)
Teacher: Read a list of randomized words from a list Student has one minute to complete as many words as they can Source: Smith and Tyler p.173 (Lynn and Doug Fuchs)
Number of words, read aloud correctly in 1 minute on end-of-year passages Source: Smith and Tyler p.173 (Lynn and Doug Fuchs)
“I am ( ) that we have to move to another state.” The father replied, “I am ( ) that we have to move, but my job requires for us to move. Rob replies, “Am I going to be able to ( ) new friends in the new state”? The father replies, “I am sure you will have new friends. Everything will be ( ) son, do not worry about anything.” Source: Smith and Tyler p.173 (Lynn and Doug Fuchs)
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