The RtIReading Process/Interventions

Tier 1 – Regular Classroom Setting
The Goal is to PREVENT Learning difficulties!
90 minutes focused on Reading / General education teacher provides high quality
research based interventions in the classroom
Classroom instruction is based on the grade level core curriculum / Universal screening 3 X per year for all students
Diagnostics tool such as: QRI, Johnson or Rigby Theme tests provide evidence of student achievement on grade level objectives
Possible Areas to Target for
Tier 1
Intervention /
  • Explicit/Direct Instruction
  • Small group Instruction
  • Differentiation – Learning Styles, Multiple Intelligences, Flexible Grouping etc.
  • Graphic Organizers
  • Think/Pair/Share
  • The Daily Five and Café
  • Lucy Calkins Writing Program
/
  • Phonological Awareness
  • Phonics (Decoding) Spelling (Encoding)
  • Word Reading Fluency (in isolation and in context)
  • Oral Vocabulary Development (receptive and/or expressive)
  • Reading/Writing Vocabulary
  • Comprehension of Narrative Texts
  • Comprehension of Expository Texts

Research Based Strategies
/ Phonemic Awareness
Phoneme: Segmentation, Manipulation, Isolation, Blending and Matching
Rhyme, Alliteration, Onset and Rime Activities
Songs, chants, raps
Florida Center for Reading Research Student Center Activities paired with Explicit Instruction
/ Phonics
Making Words, Letter Recognition Activities, Word Sort Activities, Word Walls
See the Sound/Visual Phonics
research.html
Florida Center for Reading Research Student Center Activities paired with Explicit
Instruction
/ Fluency
Partner Reading
Reader's Theater
Choral Reading
Poetry Party
Practice High frequency words and phrases
Explicit Instruction in Expression and Volume, Phrasing, Smoothness, Pace
Florida Center for Reading Research Student Center Activities paired with Explicit Instruction
/ Vocabulary
Vocabulary Journal/Cards
Frayer Model
Text talk,
Mnemonic Devices
Explicit Instruction in Structural Analysis, Context Clues
Florida Center for Reading Research Student Center Activities paired with Explicit Instruction
/ Comprehension
Concept Attainment
Question-Answer Relationship (QAR)
Explicit Instruction in Expository Text Structures
Compare and Contrast
Sequence
Description
Cause and Effect
Problem/Solution
Explicit Instruction in Narrative Text Structures
Retelling - Lesson GuideSummarizing/Synthesizing
Inferring
Making Connections/Prior Knowledge
Questioning
Visualizing
Determining Importance
Collaborative Strategic Reading (CSR)
SQ3R
EA2RS
Graphic Organizers
Mind Mapping
Florida Center for Reading Research Student Center Activities paired with Explicit Instruction
Data Review by Grade Level RtI Teams
Tier 1 data results indicate minimal progress, determine more intensive small group interventions
Tier 2 – Regular Classroom Setting
The goal is to REDUCE the duration of time that the student is experiencing difficulties
30 additional minutes per day of reading instruction on targeted skills /
  1. Implement Interventions for at least 6-12 weeks
  2. Increased daily instruction in target area 30 minutes per day at least 4 days per week.
  3. Targeted instruction
  4. Homogenous groups of 5 or less
  5. Review results-is the child responding to intervention?
  6. Determine Next Steps
If student is successful on benchmark assessments and diagnostic measures then issues solved OR
If student is unsuccessful on benchmark assessments and diagnostic measures then continue with interventions / Bi-weekly progress monitoring
Fluency probes
  • Phonological awareness
  • Phonics
  • Word Reading-Isolated
  • Work Reading-In Context
Change interventions if student does not respond to the intervention in the first 6 weeks.
Possible Areas to Target for Tier 2
Intervention /
  • Explicit/Direct Instruction
  • Small group Instruction
  • Differentiation – Learning Styles, Multiple Intelligences, Flexible Grouping etc.
  • Graphic Organizers
  • Think/Pair/Share
  • The Daily Five and Café
  • Lucy Calkins Writing Program
  • Fast Forword
/
  • Phonological Awareness
  • Phonics (Decoding) Spelling (Encoding)
  • Word Reading Fluency (in isolation and in context)
  • Oral Vocabulary Development (receptive and/or expressive)
  • Reading/Writing Vocabulary
  • Comprehension of Narrative Texts
  • Comprehension of Expository Texts

Research Based Strategies
/ Phonemic Awareness
Free
*Florida Center for Reading Research Student Center Activities paired with Explicit Instruction
*Identify phonemes
*Categorize phonemes
*Blend phonemes
*Segment words into phonemes
*Sound Segmentation - Activity Guide - Video
*Delete or add phonemes to make new words
*Phoneme substitution to make new words
*Elkonin Boxes - Activity Guide - Video
*Phoneme manipulation
Purchased
*Rode to the Code
*Stepping Stones to Literacy / Phonics
Free
*Onsets and Rimes
*The six types of syllables
*The five syllabicationsrules
*Florida Center for Reading Research Student CenterActivities paired with Explicit Instruction
Purchased
*FUNNIX
*Sound Partners / Fluency
Free
*Repeated Reading
*Pencil Tap -Lesson Guide-Video
*Stop/Go
*Newscaster Reading
*Explicit Instruction
Expression
Accuracy
Punctuation
Phrasing - Lesson Guide - Video
Smoothness
*Florida Center for Reading Research Student Center Activities paired with Explicit Instruction
*SCRED Fluency Interventions
Purchased
*Increasing Fluency with High Frequency Word Phrases by Fry and Rasinski (Grades 1-5)
*Read Naturally
*Six-Minute Solution / Vocabulary
Free
*Isabelle Beck's Direct Instruction - Lesson Guide- Video
*Marzano’s6 Step Vocabulary Strategy
*Explicit Instruction in Structural Analysis
(Prefixes, Suffixes, Content Area Root Words)
*Text Talk - Lessons
*Florida Center for Reading Research Student Center Activities paired with Explicit Instruction
Purchased
*Direct Instruction of vocabulary words
*Explicit Instruction in structural analysis and strategies / Comprehension
Free
*The Reading Teacher’s Sourcebook
*
Purchased
*
Initial RtI Problem Solving Team Meeting
Tier 3 – Specialist Teacher or Curriculum for Intensive Interventions
The goal is to REDUCE the complications of a learning or processing issue
Example: math specialist, reading specialist, Title I, ELL etc.
40-60 minutes per day
Could be a resource classroom if the committee determines this to be an appropriate intervention. /
  1. If Tier 2 data results indicate minimal progress, determine more intensive individual interventions
  2. Intensive individualized services for at least 10-12 weeks
  3. Groups of three or fewer
  4. Increased daily instruction in target areas 30+ minutes
  5. Review results (Problem Solving Team
  6. Determine Next Steps
  1. If student is successful, issue is solved or interventions are continued
  2. If student is not successful, complete referral process
/ Bi-weekly progress monitoring
Fluency probes
  • Phonological awareness
  • Phonics
  • Word Reading-Isolated
  • Work Reading-In Context
Change interventions if student does not respond to the intervention in first 6 weeks.
Determine accommodations that are necessary for student to be successful