This document discusses Response to Intervention (RTI), including its definition, essential components, and benefits for students, parents, and teachers. It provides details on implementing RTI at CBJ Elementary School, including universal testing three times a year in grades K-4 to identify at-risk readers for intervention. Progress would be monitored using data-based procedures and curriculum-based measurements. The primary benefit for students is early intervention support to prevent waiting to fail before receiving help. Parents should be aware of their child's RTI plan and process. Teachers can identify tiers and determine additional interventions needed for students.

2.  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

3.  “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)

4.  “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)

5.  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

6.  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.

7.  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.

8.  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

9.  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)

10.  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)

11.  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)

12.  Number of words, read aloud correctly in 1
minute on end-of-year passages
 Source: Smith and Tyler p.173 (Lynn and
Doug Fuchs)

13.  “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)