RtI Strategies and Interventions

Getting to Know Me Scott A. Lutz BS of Science in Elementary Education K-6 MS in Special Education N – 12 Completed Educational Administration Program Coursework(working on internship) Classroom (Emotional Support LIU #12) experience……5 years IST Teacher for NESD (York Haven and Mt. Wolf Elementary)…3 years RtI Intervention Specialist for NESD (Mt. Wolf Elementary)…2nd year Literacy Coaching Network

What is Response to Intervention? A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk. An instructional methodology An alternate to the discrepancy model for the identification of students with learning disabilities. A diagnostic methodology

Problem Solving Uses the skills of professionals from different disciplines Develop and Evaluate Intervention Plans Data-based plans structured to improve the school performance of individual and/or groups of students

How does the RtI process operate in my child’s school? Effective instructional/intervention programs Tier 1 Core – Everyday Math, Houghton Mifflin Reading, Mastery Math Facts Tier 2 Supplemental –Title 1 Reading, Fundations, GATE, SOAR, Read Naturally……………… all in small group Tier 3 Intensive – Wilson Reading, Fundations, GATE, SOAR, Read Naturally……………… 1-on-1 instruction, increase intervention time and/or increase frequency of the intervention

Response to Intervention Framework Tier 3: Intensive Interventions for Low Performing Students Alter curriculum, Increase Instructional Time, Smaller teacher to student ratio support resources… Percentage of Students Requiring Intensive Supports Decreases Continuum of Time, Intensity and Data Increases Tier 2: Strategic and Targeted Interventions for Students At–Risk for Failure Strategic Instruction, Increase Skill Focused Time for Instruction to Learn Tier 2: Strategic and Targeted Interventions for Students At–Risk for Failure Strategic Instruction, Increased Time and Opportunity to Learn Tier I: Benchmark and School Wide Interventions for Students on Grade-level (benchmark) and All Students (Effective Instructional Practices provided within the General Education Curriculum) Tier I: Benchmark and School Wide Interventions for Students on Grade-level (benchmark) and All Students (Effective Instructional Practices provided within the General Education Curriculum)

Wilson Fundation Benchmarks 1st Set of Probes Probes 1-16 Wilson Fundations: Letter Sound Identification Progress Monitoring Student: Grade: Teacher: Year: 2009-2010 Intervention Period: September 2009 – May 2010 Goal: Refer to the chart below for the program’s Beginning-Mid and Mid –End of the Year Benchmark(s). Wilson Fundation Benchmarks 1st Set of Probes Probes 1-16 Letter Naming… ……………25 Letters Letter Sound Automaticity… 25 Sounds

Phonemic Awareness Smallest units making up spoken language Combine to form syllables and words Refers to the student’s ability to focus on and manipulate these phonemes in spoken words “hat” has only one syllable, it has three different sounds: /h/ /a/ (short a) /t/. Children who are taught to listen for and can hear the different sounds early on have proved to become stronger readers According to the National Reading Panel, teaching phonemic awareness to children significantly improves their reading ability. http://www.readnaturally.com/approach/readcmpts.htm

Phonics Relationship between: letters or word families short vowels long vowels letter combinations and the sounds they represent As determined by National Reading Panel, phonics instruction helps early elementary students develop proficiency in….. decoding spelling understanding words. http://www.readnaturally.com/approach/readcmpts.htm

Reading Fluency Fluency is the ability to read as well as we speak and to make sense of the text without having to stop and decode each word The National Reading Panel’s research findings concluded that guided, repeated oral reading significantly improves word recognition reading fluency comprehension in students of all ages. http://www.readnaturally.com/approach/readcmpts.htm

Vocabulary Vocabulary development is closely connected to comprehension. According to the National Reading Panel, students need to: Hear Read Understand Use new vocabulary words in various contexts to build their comprehension levels Repeated exposure of vocabulary within text., aided by quizzes, glossaries, and crossword puzzles, is paramount to building vocabulary. http://www.readnaturally.com/approach/readcmpts.htm

Comprehension Comprehension is the level of content understanding a student has after reading a passage. The National Reading Panel determined that young readers develop text comprehension through a variety of techniques, including answering questions (quizzes) summarization (retelling the story). http://www.readnaturally.com/approach/readcmpts.htm

What can I do to enhance my child’s reading skills? Offer the gift of time and support. http://www.fcrr.org/