This presentation was put together by the authors of the book "Implementing RtI Successfully in Your Middle/High School." It provides a road map for beginning an effective RtI program in middle and high school.

1. Implementing
Response to
Instruction
Jan Brown, Special Ed. Teacher
Amy Heath, Reading Specialist
Katie Preston, Counselor
Yorktown Middle School

2. Response to Instruction
 YMS started implementing RtI in the 2009-
2010 school year.
 Began with Reading
 Team consists of General Education
Teacher, Special Education Teacher,
Reading Specialist, Principal, and
Counselor.

3. Assessing Reading
Comprehension at Yorktown
Middle School
 Three minute Maze (Cloze Procedure) for
all two to three weeks into school year, in
January and two weeks prior to close of
school.
 Given during Intervention/Extension
period. Teachers score. Data team
enters scores and sends results to teachers
to share with students.
 Data team provides all materials needed.

4. Identifying Reading
Comprehension Needs
 Students are placed according to prior year results.
(example)
 Students scoring below 25th %ile are placed in Interventions
if not already placed.
 Students scoring above the 25%ile are placed in Extensions.
(example)
 Students already placed in Extensions and who score
below the 25%ile are strategically progress monitored.
(SPM)
 New students who score below the 25%ile are (SPM)
 SPM occurs bi-weekly.
 Progress Monitoring (PM) of Interventions is also bi-weekly.
 SPM and PM are both Maze assessments.

8. SCHEDULING—The CHALLENGE!
 Where in the day can we meet the
“double dip”-- Tier 2 or Tier 3 services?
 The first year, we cut all study halls and
ISTEP+ remediation classes (8th period)
and placed EVERY student in either an
Intervention class or an Extension class 8th
period.

9. Wright 7-1 223 CT Alg. 7 Prep M7 Pre-Alg 7 M7 LU M7 Pre-Alg 7 Interven.
Carney 7-1 221 CT Read 7 Prep Read 7 Read 7 Read 7 LU A. Read. 7 Read. 7 Floater
Moore 7-1 128 CT SS 7 SS7 SS 7 SS 7 SS 7 LU Prep SS 7 Interven.
Smith, D. 7-1 23 CT Sci 7 Sci 7 Prep Sci 7 Sci 7 LU Sci 7 A.Sci 7 A. Sci-Lab
Jenkins 7-1 CT L/A 7 A. LA 7 L/A 7 Prep LA 7 LU LA 7 LA 7 Interven.
Fox 7-2/8-2 CT LA 8 L/A 8 LA 7 LA 7 Prep LU L/A 7 L/A 7 Interven.
Watkins, L. 7-2/8-2 127 CT M7 M7 Prep Alg. 8 LU Pre-Alg 8 Alg. 8 M7 Interven.
Shaw 7-2/8-2 126 CT SS 8 Prep SS 7 SS 7 LU SS 8 SS 7 SS 8 Interven.
Smith, L. 7-2/8-2 24 CT Sci 7 Sci 7 Sci 8 Prep Sci 7 LU Sci 8 Sci 7 Interven.
Carnes 7-2/8-2 225 CT Read 7 Read 7 Read. 7 Read. 7 LU Read. 8 Prep Read 8 PUB
Turner 8-1 125 CT Pre-Alg 8 Pre-Alg 8 Pre-Alg 8 Prep LU Geo. 8 Pre-Alg 8 Pre-Alg 8 Interven.
Murray 8-1 123 CT A. LA 8 LA 8 Prep LA 8 LU LA 8 LA 8 LA 8 Interven.
Losco 8-1 124 CT SS 8 SS 8 SS 8 SS 8 LU SS 8 Prep SS 8 Interven.
Dickey 8-1 18 CT Sci 8 Sci 8 Sci 8 Prep LU Sci 8 Sci 8 BIO BIO Lab
Snyder 8-1 21 CT Read 8 Read 8 A. Read. 8 Read. 8 LU Prep Read. 8 Read. 8 Interven.
J. Brown 212 CT Int. 7 Int. 7
Henderson 212 CT
Truex YES CT Sci Math Reading L/A Reading LU Prep SS
7:30-8:15 8:20-9:00 9:05-9:45 9:50-10:30 10:35-11:15 11:20-12:00 11:50-12:30 12:35-1:15 1:20-2:00
Lunch 11:15-11:45 12:00-12:30
Barrett 115 CT Prep MU 8 MU 8 MU 8 MU 7 LU MU 7 MU 6 MU 6
Braun 3 CT Prep GTT 7 GTT 7 GTT 7 GTT 7 LU GTT 7 GTT 6 GTT 6
Miller 219 CT Prep DCT 8 DCT 8 DCT 8 LU DCT 8 DCT 8 BIT 6 BIT 6
Higgins 114 CT Prep Band 8 Band 7 LU Band 5 MU 8 MU 8 Band 6 Band 6B
Hill 5 CT Prep HE 7 HE 7 HE 7 HE 7 LU HE 7 HE 6 HE 6
PE GYM CT Prep PE 8 (S1) PE 8 (S1) PE 8 (S1) LU PE 8 (S1) PE 8 (S1) PE 6 PE 6
Luzadder GYM CT Prep PE 7 (S1) PE 7 (S1) PE 7 (S1) LU PE 8 (S1) PE 7 (S1) PE 6 PE 6
Zick 101 CT Prep Art 8 (S1) Art 8 (S1) Art 8 (S1) LU Art 8 (S1) Art 8 (S1) Art 6 Art 6
Peters 14 CT FACS 8 FACS 6 FACS 6
W.L. YES-119 SPAN German (Q1) SPAN SPAN
8:20-9:45 9:50-11:15 11:20-12:45 12:45-1:15 1:20-2:00 2:05-2:45
K. Brown 215 CT Prep Pre-Alg Math Math LD LU Prep
J. Irwin 217 CT Prep Math Math Math LD LU Prep
Holtzclaw 216 CT Prep L/A L/A L/A LU Prep Interv.
Holcomb/Novak 213 CT Prep L/A L/A L/A LU Prep Interv.
Cartwright 218 CT Prep SS SS SS LU Prep RSH 28-Jul
Wallace 214 CT Prep Sci Sci Sci LU Prep Interv. Q1 and Q3

10. Changes-Year 3
 Teachers felt having Int/Ext last period of
the day was difficult—student focusing
issues.
 Additionally, teachers wanted to add
4min. to the class periods.
 Result=Moving Int/Ext to the 1st period of
our day and cutting it down to 21min for
7/8 graders and 30min for 6th graders.

11. Teachers RM# Period 1 Period 2 Period 3 Period 4 Period 5/L Period 5/L Period 6 Period 7 Period 8
Wright 223 Alg 7 Alg. 7 P.A. 6 Prep M7 LU P.A. 7 M7 P.A. 7
Allen 127 Int/Ext M7 Alg 8 Alg. 8 Prep LU M7 Alg 8 M7
Turner 125 GEO GEO P.A. 8 P.A. 8 LU P.A. 8 Prep P.A. 8 P.A. 8
Heath 7-1 221 RtI R7 Prep R7 R7 LU R7 R7 R7
Jenkins 7-1 222 Int/Ext L/A 7 Prep L/A 7 L/A 7 LU L/A 7 L/A 7 A L/A 7
Moore 7-1 128 Int/Ext SS 7 SS 7 SS 7 LD LU Prep SS 7 SS 7
D.Smith 7-1 23 Int/Ext Sci 7 Sci 7 Prep Sci 7 LU BIO BIO Sci 7
Carnes 7-2/8-2 225 Int/Ext AR7 R8 Prep YB LU AR7 R8 R8
Fox 7-2/8-2 22 Int/Ext L/A 8 Prep L/A 7 LU L/A 8 L/A 8 A L/A 7 L/A 7
Shaw 7-2/8-2 126 Int/Ext SS 8 SS 7 SS 8 SS 7 LU SS 8 Prep SS 7
L.Smith 7-2/8-2 24 Int/Ext Sci 8 Sci 8 A Sci 7/8 A Sci 7/8 LU Prep Sci 7 Sci 8
Snyder 8-1 21 Int/Ext R8 AR8 R8 LU LD Prep R8 AR8
Karas 8-1 123 Int/Ext A L/A 8 L/A 8 A L/A 8 LU LD Prep L/A 8 L/A 8
Losco 8-1 124 Int/Ext SS 8 SS 8 SS 8 LU Den Prep SS 8 SS 8
Dickey 8-1 18 Int/Ext Sci 8 Sci 8 Prep LD LU Sci 8 Sci 8 Sci 8
J.Brown
Henderson 212
8:18-8:39 8:43-9:27 9:31-10:15 10:19-11:03 11:07-11:51 11:37-12:21 12:25-1:09 1:13-1:57 2:01-2:45
LUNCH 11:03-11:33 11:51-12:21
Encores 8:18-8:53 8:57-9:27 9:31-10:15 10:19-11:03 11:03-11:33 11:37-12:21 12:25-1:09 1:13-1:57 2:10-2:45
Barrett 115 MU 6 INT/EXT 6 MU 8 MU 8 LU MU 8 MU 8 Prep MU 6
Vest 3 GTT 6 INT/EXT 6 GTT 7 GTT 7 GTT 7 LU GTT 7 Prep GTT 6
K. Miller 219 BIT 6 INT/EXT 6 DCT 8 DCT 8 LU DCT 8 DCT 8 Prep BIT 6
Higgins 114 Band 6 INT/EXT 6 Band 7 LU LD Band 8 Band 5 Prep Band 6
Hill 5 HE 6 INT/EXT 6 HE 7 HE 7 HE 7 LU HE 7 Prep HE 6
G. Miller GYM PE 6 INT/EXT 6 PE 7/8 PE 7/8 LU PE 8 (S1) PE 7/8 Prep PE 6
Zick 101 Art 6 INT/EXT 6 Art 8 Art 8 LU Art 8 Art 8 Prep Art 6
Winkle 13 SPAN 6 INT/EXT 6 SPAN 7 SPAN 7 SPAN 7 LU SPAN 7 Prep SPAN 6
6th grade Encore #1 INT/EXT 6 1 2 3 4 LUNCH 4 (cont'd) Encore #2
Lumpkin 215 INT/EXT 7/8 INT/EXT 6 P.A. 6 M6 M6 SS 6 LUNCH SS 6 Prep
J. Irwin 217 INT/EXT 7/8 INT/EXT 6 M6 M6 M6 SS 6 LUNCH SS 6 Prep
Holtzclaw 216 INT/EXT 7/8 INT/EXT 6 L/ A & R 6 L/ A & R 6 L/ A & R 6 SS 6 LUNCH SS 6 Prep
Novak 213 INT/EXT 7/8 INT/EXT 6 L/ A & R 6 L/ A & R 6 L/ A & R 6 SS 6 LUNCH SS 6 Prep
Wallace 214 INT/EXT 7/8 INT/EXT 6 Sci 6 Sci 6 Sci 6 SS 6 LUNCH SS 6 Prep
Cartwright 218 INT/EXT 7/8 INT/EXT 6 Sci 6 Sci 6 Sci 6 SS 6 LUNCH SS 6 Prep
8:18-8:39 8:57-9:27 9:31-10:26 10:30-11:25 11:29-12:24 12:29-12:35 12:35-1:05 1:09-2:06 2:10-2:45

12. Reading at Yorktown Middle
School
 All of our students receive reading
instruction at YMS based on their Maze
Test score.

13. How do students enter an
Extension’s Class?
 Ifstudents meet or exceed the cut score
on the MAZE test, they enter an
Extension’s class.

14. What do students do in an
Extension’s Class?
 Students read a book at their ZPD (Zone of
Proximal Development) or “just right”
level.
 Students have a book conference with a
teacher.
 Students complete EFS (Executive
Functioning Skill) Lessons.

15. Extension Class

16. Extension Class

17. How do students enter an
Intervention Class?
 Students are targeted for an Intervention
Group based on their MAZE test score.
 We sort individual students by their ZPD
levels to find the right Intervention class.

18. Intervention Class

19. Intervention Class

20. Intervention Class

21. What do students do in an
Intervention Class?
 Students read leveled readers at their
instructional level in a guided reading group.
 Students read library books at their
independent reading level.
 Students practice word chunking activities by
sorting words.
 Students conference with teachers about
books.
 Students complete reading journals.
 Students are assessed on fluency and
comprehension.

22. Data Decision Rules
 For new year placement, all three
Universal Screens are considered. Two out
of three that are below average or well
below average will determine
Interventions. One of those three must be
the Spring assessment.
 For SPM and PM four data points (8
weeks) are obtained before making any
movement decisions. (Exception at year
start)

24. Data Decision Rules
Continued
 Four data points are viewed by data team to
look for patterns.
 Points all above the aim line indicate
response to intervention.
 Points below aim line indicate poor or no
response.
 Points that are scattered indicate other
factors. (Emotion, absences, motivation)
 Decisions to move are based on strength of
pattern as well as other data gathered.
(Example)

25. Other Data Utilized
 ISTEP
 STAR progress
 Curriculum based assessment
 Special Education
 Anecdotal reports from Reading teachers
and Intervention teachers
 (Example of data sheet)

26. Initial Start Date____________ Move: yes no Date to move____Location_________
Record of Tier Movement for Reading Comprehension
Name __________________________Grade___ I/E Teacher_____________Rdg Teacher____________
Maze #of consecutive points above aimline______below aimline_______
Benchmarks for grade level/ Student’s benchmarks Fall___/___Winter___/___Spring___/___
STAR scaled score growth trend________________________in average range________________
ISTEP Language Arts +________ or --_________ mastery non-fiction text____literary text_____
Summary of Intervention Progress – (For Intervention teacher only)
1. Leveled reader number______ Lessons completed____________
2. Notes from book
conferencing____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Multi-sensory or direct instruction progress________________________________________NA
Comments-(For all including general education reading teacher)
Final consensus decision rationale: (for data team)
Review participants:
(Name) (Name)
_______________________________Date__________ __________________________Date_______
_______________________________Date__________ __________________________ Date_______
Created by J. Brown

27. Skill Lessons
 Mini-lessonsin quarterly themes of
organization, study skills, careers and
character.
 Divided up by grade level and topic.
 Typically one to two days per week of 5 to
ten minutes.
 Red flag exceptions.

28. Organization of time, Study Skills Career/ Goals Character
materials and self.
1. a. Reinforcement, 1. Listening 1. Goal Setting 1. Respect
interest and learning 2. Main Idea teaching 2. Who Am I?
surveys b. bonding 3. Note-taking 2. Goal Setting 3. Relationships
2. Agenda overview 4. Memory 3. On track Mag 4. Peer Pressure
3. Agenda use 5. Studying for Tests 4. On track Mag 5. Bullying
4. Locker and materials 6. During Tests 5. Success for Teens 6. Communication
org. 7. Direction Following book 7. Serving others
5. Locker Schedule 8. Movie 6. College Go 8. Movie
6. Bullying 9. Movie 7. SFT book 9. Movie
7. Agenda quiz 8. Review/revise goal
8. System Check 9. Career exploration
9. Catch-up or short film
Level 6 7 8
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.
5. 5. 5. 5.
6. 6. 6. 6.
7. 7. 7. 7.
8. 8. 8. 8.
9. 9. 9. 9.

29. Critical Components
 Reading at ZPD level.
 Intervention/Extension period additional to
core reading class.
 Reading Conferences.
 Universal Screening three times yearly.
 Progress monitoring bi-weekly or weekly
depending on intensity of interventions.
 Skill lessons in areas developmentally
appropriate for age and school climate.
 No grades, focus on skill acquisition.

30. For More Information
 Visit www.firststepslibrary.com

31. Resources
 Guided Reading: Good First Teaching for All Children by Irene C.
Fountas and Gay Su Pinnell
 Teacher’s Guide Leveled Readers for Intervention by McGraw Hill SRA
 Words Their Way: Word Study for Phonics, Vocabulary, and Spelling
Instruction (3rd Edition) [Paperback] by Donald R. Bear, Marcia
Invernizzi, Shane Templeton, and Francine Johnston
 Implementing RTI Successfully in your Middle School/High School by Amy
Carney Heath, Heath Dudley, Katie Preston, and Jan Brown
 SRA Corrective Reading Comprehension Concept Applications by
McGraw Hill SRA
 SRA Corrective Reading Decoding Strategies by McGraw Hill SRA