Response to Intervention (RtI) is a multi-tiered framework that uses data-driven decision-making to identify students who may need additional academic or behavioral support. It involves providing high-quality classroom instruction and interventions of increasing intensity based on student progress. RtI includes ongoing progress monitoring to determine student needs and evaluate the effectiveness of interventions. Implementation of RtI varies across federal, state, and local policies and guidelines.

1. R esponse t o I ntervention Paula R. Ulloa ED656 Advanced Techniques For the Learning Disabled Julie Fee, July 9, 2008

9. Tier IV: Special education : Long-term and intensive service individualized for student needs Tier III: Problem Solving : Targeted individualized interventions (modification to the standard protocol) in general education/Special Education Tier II: Standard Protocol Treatments: Small group intervention (3-5) in general education/Special Education Tier I: General Education: All students Tier 1 (& 2) High Quality core instruction for all in the general education classroom Tier 2 or 3 Supplemental Instruction Tier 3 or 4 Intensive Instruction (Baker, PEC Palau, 2006)

10. Classifying Reading Programs: What is the purpose of the program? 1. Core 2. Supplemental 3. Intervention Supplemental Reading Program Supporting the Core Core Supplemental Intervention Intervention Reading Program Meeting the needs for each (Vaughn et al. 2001) (Baker, PEC Palau, 2006) Core Reading Program Meeting the needs for most

20. Tier IV: Special education : Long-term and intensive service individualized for student needs Tier III: Problem Solving : Targeted individualized interventions (modification to the standard protocol) in general education/Special Education Tier II: Standard Protocol Treatments: Small group intervention (3-5) in general education/Special Education Tier I: General Education: All students Tier 1 (& 2) High Quality core instruction for all in the general education classroom Tier 2 or 3 Supplemental Instruction Tier 3 or 4 Intensive Instruction (Baker, PEC Palau, 2006)

21. Classifying Reading Programs: What is the purpose of the program? 1. Core 2. Supplemental 3. Intervention Supplemental Reading Program Supporting the Core Core Supplemental Intervention Intervention Reading Program Meeting the needs for each (Vaughn et al. 2001) (Baker, PEC Palau, 2006) Core Reading Program Meeting the needs for most

22. TIER 1: CLASS INSTRUCTION FOR READING Focus Program Interventionist Setting Grouping Time Assessment For all students Scientific-based reading instruction and curriculum emphasizing the five critical elements of beginning reading General education teacher General education classroom Multiple grouping formats (large, moderate, small) to meet student needs (initial instruction, review, etc) 90 minutes per day or more (as specified by the program) Benchmark assessment at beginning, middle, and end of the academic year (Baker, PEC Palau, 2006)

23. Tier I Screening in General Education (Baker, PEC Palau, 2006) Which 2 nd graders are in need of intensive instructional support? Which 2 nd graders need strategic instructional support? Benchmark - At Grade Level Low Risk 82 89 Maria Benchmark - At Grade Level Low Risk 80 88 Justin Benchmark - At Grade Level Low Risk 63 68 Melissa Benchmark - At Grade Level Low Risk 59 64 Jesus Benchmark - At Grade Level Low Risk 47 48 Jerry Benchmark - At Grade Level Low Risk 46 47 Darek Benchmark - At Grade Level Low Risk 43 44 Greg Strategic - Additional Intervention Some Risk 40 42 Mitchell Strategic - Additional Intervention Some Risk 39 41 Ashley Strategic - Additional Intervention Some Risk 38 40 Kayla Strategic - Additional Intervention Some Risk 36 38 Austin Strategic - Additional Intervention Some Risk 25 31 Jose Strategic - Additional Intervention Some Risk 23 28 Tiffany Strategic - Additional Intervention Some Risk 22 27 Timothy Intensive - Needs Substantial Intervention At Risk 16 21 Aaron Intensive - Needs Substantial Intervention At Risk 14 19 Sheila Intensive - Needs Substantial Intervention At Risk 4 6 Thomas Intensive - Needs Substantial Intervention At Risk 2 1 Lee Intensive - Needs Substantial Intervention At Risk 2 1 John Status Percentile Score Instructional Recommendation Oral Reading Fluency Name

25. TIER 2: SUPPLEMENTAL INSTRUCTION Focus Program Setting Grouping Time Assessment For students identified with marked reading difficulties, and who have not responded to Tier I efforts Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) Appropriate setting designated by the school; may be within or outside of the classroom Homogeneous small group instruction (1:3, 1:4, 1:5, 1:8, etc) Minimum of 30 minutes per day in small group in addition to the specified core reading instruction Progress monitoring more often (e.g., weekly, 2xmonth, etc.) on target skill(s) to ensure adequate progress and learning Specialized , research-based reading program(s) emphasizing the five critical elements of beginning reading Interventionist (Baker, PEC Palau, 2006)

26. Program Focus Interventionist Setting Grouping Time Assessment For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts Appropriate setting designated by the school Homogeneous small group instruction (1:1 to 1:3) Minimum of two 30-minute sessions per day in small group in addition to the core reading instruction Sustained, intensive , scientifically based reading program(s) emphasizing the critical elements of reading for students with reading difficulties/disabilities Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) TIER 3: INTENSIVE INTERVENTION Progress monitoring more often (e.g., weekly, 2xmonth, etc.) on target skills to ensure adequate progress and learning (Baker, PEC Palau, 2006)