RtI – Just another anacronym?

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 Arizona’s depiction 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  Instruction over discrepancy

Federal Money 15 percent of IDEA Part B funds can be used for early intervention  Professional development  Assessment  Materials  Other services NCLB funds

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

1. Filled with books and writing materials 2. Compositions and illustrations about books prominently displayed 3. Wide variety of genre available-- informational texts and literature 4. Opportunity to read independently--self selected books 5. Special book centers and places to read comfortably 6. Frequent visits to the library 7. Teacher-led discussions of books 8. Partnering with another child or parent Pressley, Rankin Yokoi, 1996 Cunningham, 2005

1. A great deal of time spent actually reading 2. Experience reading texts for real reasons 3. Experience reading the range of texts genres students are expected to comprehend 4. Environment rich in vocabulary and concept development through reading, experience, and above all, discussion of words and their meanings 5. Time spent writing texts for others to comprehend 6. High-quality talk about text Duke and Pearson, 2002

Reading Performance Barriers BarrierStrategyAction