RTI Levels

1
RTI Levels

• Schools must organize their interventions into
  levels of increasing intensity.
• Three Tiers Tier I, II, III
• Higher the need of the student increased amount
  on support and monitoring

TIER III PROGRESS MONITORMonitor progress
frequently towards individualized goals for
at-risk students or best practice IEP goals for
students receiving special services
TIER II STRATEGIC MONITORAssess at-risk students
or other students of concern monthly and monitor
the effectiveness of instructional changes
TIER I BENCHMARKAssess all students three times
per year for universal screening (early
identification), general education progress
monitoring, and AYP accountability
2
Tier I

• Tier I Students not considered to be at risk
• Instruction - Classroom teachers plan/implement
  90 minutes of core reading instruction in which
  students are actively participating in reading
  activities. Reading activities are clearly
  defined and ensure that student are (focus will
  be on reading at the primary levels for this
  presentation)
• Receiving direct instruction and guided practice
  in the National Reading Panels five key areas -
  phonemic awareness, phonics, vocabulary,
  comprehension, and fluency.
• Provided with materials at their instructional
  level.
• Instruction is differentiated and the reading
  program is balanced.
• Provided necessary supports to keep students
  actively and successfully engaged.
• Assessment - AIMSweb Benchmarks September ,
  January, May
• Teachers also use a variety of more informal
  assessments to guide instruction at all tiers.

3
Tier II

• Tier II Students with some risk
• Instruction - Same as Tier I.
• Assessment - AIMSweb Benchmarks (3/year same as
  Tier I)
• Progress monitoring - Some higher risk students
  in Tier II may have strategic monitoring (e.g.,
  bi-weekly or once per month assessment using
  AIMSweb progress monitoring). Some diagnostic
  (see tier 3) assessment may be conducted.
• Intervention - In addition to 90 minutes of core
  reading instruction, students considered at risk
  will receive 30 40 minutes of additional direct
  instruction using evidence-based interventions.
  These interventions may occur as a part of
  compensatory reading and/or other AIS programs as
  long as the components are evidence-based.

4
Tier III

• Tier III Students considered be at High risk
  for significant, chronic difficulties
• Instruction/Interventions - Interventions,
  accommodations and modifications for Tier III
  students are more intense than Tier II students.
  
• At Tier III, students may have an IEP or building
  plan.
• Some Tier III students may have needs that
  require special education teacher support.
• Instructional decisions (e.g., modifying/changing
  instruction when student fails to progress) are
  based on continuous progress monitoring.
• When students fail to progress, after multiple
  documented and monitored attempts to address
  difficulties, a comprehensive multidisciplinary
  team evaluation (for initial referrals) or change
  of program should be considered
• Assessment - AIMSweb Benchmarks September ,
  January, May
• Progress monitoring - High risk students are
  assessed on a weekly basis using progress
  monitoring probes.
• Diagnostic assessment - Assessments that help to
  identify student difficulties related to the
  problem (e.g., language, phonological awareness,
  specific skill deficits, attention,
  behavioral/emotional difficulties).

5
Resources

• http//www.aimsweb.com - Aimsweb website offers
  assessment and training materials CBM and RTI
  information
• http//www.fcrr.org/ - Florida Center for Reading
  Research
• http//www.interventioncentral.org Jim
  Wrights website
• http//www.studentprogress.org/ - National Center
  on Student Progress Monitoring from US Office of
  Special Education programs
• http//www.ldonline.org/article/11498 - National
  Joint Committee on Learning Disabilities document
  
• http//www.nrcld.org/topics/rti.html - National
  Research Center on Learning Disabilities
• http//www.fcrr.org/science/sciencePresentationsTo
  rgesen.htm - Presentation by Dr. Joe Torgesen
• http//www.educationevolving.org/pdf/Response_to_I
  ntervention.pdf - Education Evolving document
• http//www.reading.org/downloads/resources/IDEA_RT
  I_report.pdf - International Reading Association
  document
• http//www.k12.wa.us/SpecialEd/pubdocs/RTI/rti_par
  ent_guide.pdf - NCLD Parent Guide
• http//www.nasdse.org/documents/RtI20Order20Form
  .pdf NASDSE document
• Kemp, K. Eaton, M. A. (2008). RTI The
  classroom connection for literacy. Dude
  Publishing. Port Chester, NY.
• Wright, J. (2007). RTI Toolkit A practical
  guide for school. Dude Publishing. Port
  Chester, NY.