Response to Intervention (RtI) in Primary Grades - PowerPoint PPT Presentation


PPT – Response to Intervention (RtI) in Primary Grades PowerPoint presentation | free to download - id: 56dda4-ZDk1Z


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation

Response to Intervention (RtI) in Primary Grades


Differentiated Instruction Differentiated instruction occurs in tier 1. ... * Tier one is primary instruction grade level material taught to all students. – PowerPoint PPT presentation

Number of Views:129
Avg rating:3.0/5.0
Slides: 24
Provided by: JANAJ5
Learn more at:


Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Response to Intervention (RtI) in Primary Grades

Response to Intervention (RtI) in Primary Grades
  • Jana Jones
  • July 2009

What is RtI
  • Response to Intervention (RtI) is the practice
  • providing high quality instruction and
    interventions matched to student need
  • monitoring progress frequently to make decisions
    about changes in instruction and
  • applying student response data to important
    educational decisions.

High Quality Instruction and Intervention
  • Instruction or interventions matched to student
  • Demonstrated through scientific research and
  • To produce high learning rates for most students.

Monitoring Progress Frequently
  • Monitor learning rate (students individual growth
    in achievement competencies over time)
  • Monitor level of performance (students standing
    of performance compared to expected performance)

Important Educational Decisions
  • Decisions regarding the use of more or less
    intense interventions are made using information
    individual student learning rate and performance
  • This includes decisions about eligibility for
    special education.

Purpose of RtI
  • Prevention
  • Intervention
  • Determination of learning disabilities

Core Principles of RtI
  • Effectively teach all students
  • Intervene early
  • Use a multi-tier model of service delivery
  • Use a problem-solving method to make decisions
    within the multi-tier model
  • Use research based, scientifically validated
  • Monitor student progress
  • Use data to make instructional decisions
  • Use assessment for screening, diagnostic and
    progress monitoring purposes

Three Tiered Model
Three Tier Model
  • Tier 1
  • All students
  • Preventive, Proactive
  • Tier 2
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Tier 3
  • Individual students
  • Assessment based
  • High intensity of longer duration

How to Implement RtI
  • The Institute of Education Sciences offers five
    concrete recommendations with strategies for
    helping elementary schools implement an RtI
    framework to ensure that all students in the
    primary grades learn to read.
  • http//

How to Implement RtI
  1. Screen all students for potential reading
    problems at the beginning of the year and again
    in the middle of the year.
  2. Provide differentiated reading instruction for
    all students based on assessments of students
    current reading levels (tier 1).
  3. Provide intensive, systematic instruction on up
    to three foundational reading skills in small
    groups to students who score below the benchmark
    score on universal screening. (tier 2).
  4. Monitor the progress of tier 2 students at least
    once a month. Use these data to determine whether
    students still require intervention. For those
    students still making insufficient progress,
    schoolwide teams should design a tier 3
    intervention plan.
  5. Provide intensive instruction on a daily basis
    that promotes the development of the various
    components of reading proficiency to students who
    show minimal progress after reasonable time in
    tier 2 small group instruction (tier 3).

1. Screen all students
  • Create a building-level team to facilitate the
    implementation of universal screening and
    progress monitoring.
  • Select a set of efficient screening measures that
    identify children at risk for poor reading
    outcomes with reasonable degrees of accuracy.
  • Use benchmarks or growth rates (or a combination
    of the two) to identify children at low,
    moderate, or high risk for developing reading

Universal Screening
  • Universal screening is a critical first step in
    identifying students who are at risk for
    experiencing reading difficulties and who might
    need more instruction.
  • Screening should take place at the beginning of
    each school year in kindergarten through grade 2.
  • Schools should use measures that are efficient,
    reliable, and reasonably valid.
  • See Handout 1

2. Provide differentiated reading instruction
for all students Tier 1
  • Provide training for teachers on how to collect
    and interpret student data on reading efficiently
    and reliably.
  • Develop data-driven decision rules for providing
    differentiated instruction to students at varied
    reading proficiency levels for part of the day.
  • Differentiate instructionincluding varying time,
    content, and degree of support and
    scaffoldingbased on students assessed skills.

Differentiated Instruction
  • Differentiated instruction occurs in tier 1. For
    example, during independent work time, students
    weak in vocabulary can practice vocabulary with a
    partner or in small groups
  • Differentiated instruction applies to all
    students, while tier 2 instruction applies only
    to those students at risk in key areas.

3. Provide intensive, systematic instruction
Tier 2
  • Use a curriculum that addresses the components of
    reading instruction (comprehension, fluency,
    phonemic awareness, phonics, and vocabulary) and
    relates to students needs and developmental
  • Implement this program three to five times a
    week, for approximately 20 to 40 minutes.
  • Build skills gradually and provide a high level
    of teacher-student interaction with opportunities
    for practice and feedback.

Tier 1 Instruction
  • Tier 2 instruction should take place in small
    homogenous groups ranging from three to four
    students using curricula that address the major
    components of reading instruction
  • The areas of instruction should be based on the
    results of students scores on universal
  • Instruction should be explicit (increased
    teacher/student interaction) and intensive (3-5
    time/week for 20 to 40 minutes)

4. Monitor the progress
  • Monitor progress of tier 2 students on a regular
    basis using grade appropriate measures. Progress
    monitoring should occur at least eight times
    during the school year.
  • While providing tier 2 instruction, use progress
    monitoring data to identify students needing
    additional instruction.
  • Consider using progress monitoring data to
    regroup tier 2 students approximately every six

Progress monitoring
  • Schools should establish a schedule to assess
    tier 2 students at least monthly
  • reassigning students who have met benchmarks,
  • Graphing students progress in reading in a
    reliable fashion, and
  • Regrouping students who need continued
    instructional support.
  • See Handout 2

5. Provide intensive instruction on a daily basis
Tier 3
  • Implement concentrated instruction that is
    focused on a small but targeted set of reading
  • Adjust the overall lesson pace.
  • Schedule multiple and extended instructional
    sessions daily.
  • Include opportunities for extensive practice and
    high-quality feedback with one-on-one
  • Plan and individualize tier 3 instruction using
    input from a school-based RtI team.
  • Ensure that tier 3 students master a reading
    skill or strategy before moving on.

Tier 3 Instruction
  • Instruction should be intensified by focusing on
    fewer high priority reading skills during lessons
    and scheduling multiple and extended
    instructional sessions.
  • One-on-one or small group instruction also
    provides intensity as students have more
    opportunities to practice and respond.
  • One-on-one instruction includes
  • giving students feedback based on their
    individual responses,
  • teaching students to mastery based on individual
    learning progress, and
  • planning instruction with materials and an
    instructional sequence that meets individual
    student needs.

Other Implementation Considerations
  • Managing change
  • Conduct a self assessment
  • Establish the focus and a RtI implementation plan
    for the school
  • Provide professional development
  • Ensure there is integrity in the use of
    Standards/Curriculum by all teachers
  • See Handouts 3 and 4

  • Designing, implementing and sustaining effective
    reading programs is everybodys business.
  • Diamond, 2006