2. Data Collection Benchmark (CBM Family) Progress Monitoring Interventions Tiers Training/Materials Problem Solving Model Allocation of Resources

3. CBM Family Flynt Cooter Passages Intervention Central Benchmark Scores Progress Monitoring

4. Types of Benchmark/Progress Monitoring Data Letter Recognition Letter Sound Recognition Fluency

5. Alphabetics Phonemic awareness Manipulate sounds Phonological awareness Linking sounds to letter symbols to make words Reading fluency Speed and accuracy Comprehension Vocabulary

6. LETTER RECOGNITION

7. Interventions are based on monitored progress and are targeted to specific student needs Interventions are administered by classroom teacher, reading specialist, and other highly qualified teachers Interventions provide students with ADDITIONAL instruction

8. USING OUR DATA as a GUIDE… We identify… -The Students -The Needs -The Intervention

9. 5% 15% 80% Tier 1 Tier 2 Tier 3 HIGH RISK AT RISK Harcourt Trophies Intervention Kit Heggerty Six Minute Solution GREAT LEAPS REWARDS WILSON READING A Three Tiered Approach

10. Tier Three Wilson Reading Program Tier Two ? Tier One Guided Reading Heggerty Phonemic Awareness

11. Opportunities to respond to research-based instruction and interventions are ruled out Comprehensive student evaluation is conducted by multidisciplinary school team Use multiple assessments, including RtI generated data to determine specific LD Develop student IEP guided by instructional data collected during various stages of RtI

12. Required by NCLB, IDEA, and RtI 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

13. IDEA: PL 108-446 300.307 (a) (3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures Schools no longer required to use discrepancy model (waiting for failure) for determining LD

14. i. GENERAL - Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, READ, write, spell…

15. ii.DISORDERS NOT INCLUDED - Specific learning disability does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage A child does not have SLD if there is a lack of high quality reading instruction or Has limited English proficiency

16. 15 percent of IDEA Part B funds can be used for early intervention Professional development Assessment Materials Other services NCLB funds

17. Classroom teacher Certified reading specialist Special education teacher Parents of child Principal Speech teacher School nurse

18. Problem Identification Problem Analysis Plan Development Evaluation

19. What do we need to do? Who will do it? Teachers Service Providers Administration When will we do it? How will we do it?

20. Assist with administering CBMs Meet with Intervention Team and Principal to review data and make decisions Implement research based interventions Monitor progress of students through data

21. Work with students in several locations of the building Use Research-Based Interventions with students Magnify efforts in specific areas Assist in data collection Coach Teachers on Reading Strategies Assist in Training

22. RtI is the: Establishment of effective teaching strategies and core curriculum with general education population Universal screening of ALL students Use of research based interventions in general education Measurement of student responses to interventions Use of student RtI data to change intensity or form of new interventions