1. Response to Intervention: The Fourth “R” Ellen Stoltz, Ph.D. Director for Special Education Instructional Support Services

2. Three P’s… Purpose: To develop a common understanding about RtI and tiered instruction by building shared background Presentation: Whole-group, jigsaw, reflection, paired and small-group discussion, Power point (will e-mail), anchor document Pay-off: Customized tiered intervention process will begin at each school with initial forms for implementation

3. What Do you Know about RTI?

4. Overview of Terms WHAT Tier I= CORE Balanced approach, universal design, guided reading, explicit strategies Tier II= Supplemental Tier III= Intervention WHO Tier I= All Students Tier II=Small-group Tier III=1:1, 1;2, 1;3

5. Breakthrough, Fullan, M. (2006) Jigsaw: Read silently and report to group Data informs ______________ P___________ i____________ C_______________ Professional Development through school-based PLTs

6. Beliefs and Understandings Reflect, Discuss, Report

7. RtI=SRBI CSDE Publication of Executive Summary Page 12 Triangle Bullets, page 2-3 Small-group to large-group discussion for remainder of article

8. …A Responsive Teacher of Reading… Oral Language Phonological Awareness Comprehension Vocabulary Phonics Fluency

9. Three Reading Cueing Systems Meaning Structural Visual

10. How Do We Implement RtI? Schools using Reading Workshop Model with Mondo: 1.Benchmark DRA2 data with color-coding 2.Analyze performance with filtering 3.Establish Tier II and III population 4.Offer customized PD to supports 5.Track effectiveness of intervention

11. Personal Reading Plans Mandated for students in K-3 reading at the substantially deficient level Suggested for students in grades 4-8 Reiterative in nature Replaces READING WORKSHEET at SST level

12. Types of Interventions

13. Questions?