RtI in Focus Reading and Writing Assistive Technologies presented by: Carol L. Magliocco, Ph.D. October 30, 2007

What is Response to Intervention? Response to intervention (RtI) is a systematic and data-based method for identifying, defining, and resolving students’ academic and/or behavioral difficulties.

Response to Intervention is a  strategic and systematic approach to determine if a child succeeds  progressive structure of intervention built on a base of sound instructional practice

Key RTI Features  Universal Screening  Effective Instructional Practices  Data Driven Decision Making Baseline performance data Progress Monitoring  3 Tiered Model of Intervention Identifices students before they fall behind Provides support within the general education framework

Three Tiered Model Tier 1  Research based instructional practices for all  Instruction is based on Curricular Frameworks Tier 2  Additional support for students who have not met benchmarks  Instruction supplements, enhances and supports the regular instruction Tier 3  Sustained and intensive scientifically based intervention

Adapted from OSEP Effective School-Wide Interventions An Integrated Systems Approach Intervention Based Services & Positive Behavior Supports Academic Systems Empirically Validated instruction Behavioral Systems Empirically Validated Behavior Change Principles Adapted from OSEP Effective School-Wide Interventions 5-10% Targeted-Classroom Organization and Management 5-10% Targeted Interventions Small Group Tutoring 1-5% Intensive Individualized Interventions 80-90% School-Wide Positive Discipline 80-90% School-Wide Intervention, General Education Decisions about tiers of support are data-based A B C D E F

Core Components of IBS/PBS Culturally Responsive Practices Explicit Instruction of Academic & Social Skills Data-Based Decision Making Collaborative Problem Solving Research Validated Practices Academic & Behavioral Supports for Each and All B C D E FA

Three-Tiered RTI Model ALL Students SOME Students a FEW Students

RtI and Federal Regulations  Required by NCLB, IDEA Monitoring of general education Core curriculum that addresses needs of all students and all subgroups Supplemental instruction for struggling readers Intensive interventions for students who have not experienced success

RTI Research related to Reading  RTI procedures optimize outcomes for all students  Not all students will be successful from RTI alone  Students who still struggle need to receive special education services  Learning disabilities do exist and will not be eradicated with RTI procedures.

Five Components of Reading Instruction 1. Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension

Five Missing Pillars of Reading Instruction 1. Access to interesting texts and choice 2. Matching kids with appropriate texts 3. Writing and Reading have reciprocal positive effects 4. Balance whole class teaching with small group and side by side instruction 5. Availability of expert tutoring Richard Allington, Ph.D., University of Tennessee

Assistive Technology Tools for RtI  Systematic Phonics Instruction & Early Reading Wordmaker  Developed by Patricia Cunningham  Provides sequential, systematic phonics instruction  Provides built in data tracking Simon Sounds it Out  Developed by Ted Hasselbring and Laura Goin of the Peabody Learning Lab  Multilevel phonics instruction  Provides built in data tracking Balanced Literacy  Year long reading supplemental program at first grade level

Wordmaker

Balanced Literacy  Incorporates both print and computer based reading  Contains elements to foster recall and retention - Rhythm, rhyme and alliteration  Optional integration of writing activities

Supporting Reading and Writing  SOLO Product Suite Writing Coach  Start-to-Finish Literature Core Content

Writing Coach

Making RTI Happen  RTI requires coordinated, data-driven, and systematic integration of instruction and assessment  RtI takes 3–5 years for effective implementation  RTI helps all students.

References Brown-Chidsey, R., & Steege, M. W. (2005). Response to Intervention: Principles and Strategies for Effective Practice. New York: Guilford Press. Marston, D., Muyskens, P., Lau, M., & Canter, A. (2003). Problem-solving model for decision-making with high incidence disabilities: The Minneapolis experience. Learning Disabilities: Research and Practice, 18, O’Connor, R. (2003, December). Tiers of intervention in kindergarten through third grade. Paper presented at the Response-to-Intervention Symposium, Kansas City, MO. Available online at Speece, D. L., Case, L. P., & Molloy, D. E. (2003). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities: Research and Practice, 18,