Multi-leveled support can be viewed as layers or tiers of increasingly intense intervention that respond to student-specific needs. While RtI models are commonly and graphically illustrated as a 3-tiered pyramid, the number of tiers or levels will vary depending upon resources available. Information regarding multi-level support can be filtered by specific tier and/or level.
Provides an overview of the five essential components of an effective reading program and discusses how to integrate each component with variables or practices associated with effective instruction and assessment.
Tier 3 in an RtI framework is intended for students who are not responding to core instruction or supplemental interventions at Tier 2. This article details considerations within Tier 3 and three questions to ask about the student, strategies, available resources, and outcomes of interventions.
An eight-page booklet outlining criteria that enable school personnel to evaluate evidence of effectiveness of instructional practices/strategies. List specific characteristics associated with scientifically based research (SBR) along with guiding questions that can be used to evaluate SBR. A glossary of common research terms is also provided
A brief article that defines SBR and describes its historical roots. Explains in detail criteria used to distinguish whether programs or instruction is SBR. Also discusses implications of SBR for school personnel whose responsibility involves selection of program and practices supported by SBR.
The purpose of this article is to provide guidelines to help educators select interventions/curriculum within Tier 1 of an RtI model. It defines Tier 1 and SBR and relates the findings of the National Reading Panel regarding the five key components of an early literacy instruction with the need for programs that has been supported by scientific evidence. It also discusses the need to use SBR to inform decisions in other curriculum areas besides literacy, although research in other content areas is less developed.
A ten-page booklet that provides an overview of scientifically based research (SBR). The booklet begins with a definition of SBR based on the No Child Left Behind (NCLB) Act of 2001, followed by a series of questions teachers can use to help them determine if a particular instructional practice or strategy meets established standards for SBR
Provides a series of guidelines to help educators evaluate key features of a core reading program for students in grades 1-3.
A practice guide published by The Center on Instruction. It presents activities and resources to help school personnel construct and implement reading and mathematics interventions for students in grades k-12.
Guide developed by the U.S. Department of Education to help educators determine whether a program, intervention or instructional practice meets the SBR criteria established in NCLB (2002). Discusses how to evaluate interventions for effectiveness. The guide also breaks down the elements of research studies to conclude whether they are truly considered SBR.
A practice guide written by staff from the Florida Center for Reading Research and published by the Center on Instruction. It offers a wide range of K-5 student-centered activities teachers can ise to differentiate reading activities. The activities are organized according to the five critical elements of the reading process.
This presentation was delivered at the 2012 NYS Council of School Superintendent’s winter institute. Dr. Scanlon presents the reasons for prevention versus classification. Much discussion is placed on reading difficulties and understanding how reading is a comprehensive and coherent process.
A powerpoint presentation, based on a March 2010 webinar, that highlights key elements of good core instruction. Presentation begins with a general overview of RtI before reviewing guidelines on instruction within and RtI framework. Distinguishes between what is and what is not a strong core literacy program and lists essential instructional decisions to be made relative to long-term goals, instructional outcomes, organization/scheduling, methods, materials, assessment and differentiation.
A powerpoint presentation, based on a March 2010 webinar that begins with a review of RtI and a rationale for differentiation based on existing empirical evidence. Emphasizes the use of multiple assessment measures to group students according to need and the necessity of planning for differentiation. Discusses different ways to differentiate instruction and provides an Adaptation Framework that supports planning for differentiation.
A key component of RTI models in reading is the provision of high-quality evidence-based reading instruction and interventions. Dr. Denton will describe the current evidence from RTI reading research concerning the characteristics of effective Tier 2 and Tier 3 interventions. She will also describe research that addresses questions such as: (a) Where should reading interventions be provided? (b) Who can provide reading intervention? (c) How long should intervention be provided in each tier? (d) How should we measure intervention response? The primary emphasis will be on early intervention for the prevention of reading difficulties, but Dr. Denton will also describe the research base on interventions for students in the intermediate and secondary grades.
The learning of complex processes occurs incrementally and gradually. The learning builds on a foundation of pre-existing knowledge. In a typical primary grade classroom, children are likely to be at widely disparate places in terms of literacy abilities. They are not really to learn the same things. Instruction needs to take account of this reality. In this keynote, presented at the NYS RtI Summer Institute, Dr. Scanlon discusses ways to differentiate classroom literacy instruction in both whole class a small group contexts.
Within the RtI framework, Tier 1 is considered a critical component of a multi-tiered prevention system designed to accommodate the diverse needs of all students. It is generally thought of as the core literacy instruction students receive in the general education classroom. This workshop is designed to help individual schools evaluate the effectiveness of their core literacy program based on the following indicators:
1. How well it is meeting the needs of all students
2. How well it addresses the essential components of an effective reading program
3. How well it incorporates scientific research-based instruction that includes explicit and systematic instruction in phonemic awareness, phonics, vocabulary, reading fluency and reading comprehension strategies.
A key component of RTI models in reading is the provision of high-quality evidence-based reading instruction and interventions. Dr. Denton will describe the current evidence from RTI reading research concerning the characteristics of effective Tier 2 and Tier 3 interventions. She will also describe research that addresses questions such as: (a) Where should reading interventions be provided? (b) Who can provide reading intervention? (c) How long should intervention be provided in each tier? And (d) How should we measure intervention response? The primary emphasis will be on early intervention for the prevention of reading difficulties, but Dr. Denton will also describe the research base on interventions for students in the intermediate and secondary grades.
Classroom instruction plays a powerful role in literacy development and can be a determining factor in whether a child does, or does not experience literacy difficulties. To optimize outcome for all literacy learners, classroom literacy instruction needs to comprehensively address the multiple knowledge sources and problem solving strategies that effective reader and writers draw upon. In this presentation, Dr. Scanlon will discuss these knowledge sources and strategies and consider how they can be addressed in various components of language arts instruction.
When screening and/or progress monitoring data indicate below grade level reading performance, supplemental or tiered intervention is provided. Tiered interventions constitute the heart of an RtI framework, and to be effective, require instruction that is highly focused and aligned to core or primary reading instruction and to the needs of the student. This presentation will focus on the nature of tiered interventions in grades K-4 in terms of early foundational skills essential to proficient reading: alphabetic principle, decoding, sight words, fluency, vocabulary, and comprehension. A discussion involving ELLs with respect to Tiers 2 and 3 intervention will center on the importance of vocabulary and spoken language.
Across New York State, schools are working tirelessly
to implement the ELA Common Core Learning Standards (CCLS). At the
same time, schools are required to have established a prevention model
commonly known as Response to Intervention (RtI) to meet the literacy needs
of students in K – 4 who struggle to meet grade level expectations. This
workshop is designed to help school personnel understand how their RtI
framework can support the teaching and learning of CCLS in literacy. This
workshop will present practical approaches for creating a seamless integration
of RtI and CCLS. Attention will be devoted to helping classroom teachers
and reading specialists work collaboratively to meet the needs of children
who require something extra in order to achieve the expectations established
by the CCLS for ELA. A Powerpoint presentation supported by case studies
and interactive activities will be used to help school teams consider new
alternatives for differentiating instruction to most effectively meet the needs of
all students.
Provides access to a wide range of reading activities organized by reading element and grade level for the purposes of helping teachers differentiate reading instruction. Each activity lists specific objective, needed materials, and detailed directions. All materials needed to implement each activity is all provided.
This webinar provides an overview of the screening, progress monitoring, and instructional tools charts provided on the NCRTI website. The presenter walks through the process that teams can use when selecting an appropriate tool and what to think about when determining the actions your school/district will take when implementing RtI. Discussions about how to use the results to inform decisions about what your logistical needs and priorities are for your school/district; e.g. materials, space, time, LEP students, funds.
The Florida Center for Reading Research (FRCC) provides useful information school based programs and interventions. It provides summaries of these programs and evaluates each one against criteria established by the NCLB (2002) on scientifically based research. The FRCC published a series of reports that provides a summary of instructional programs and interventions school districts are interested in using at various tiers with the RtI process.
A website that provides summarizes of programs and practices for children that have positive outcomes. Reviews and posts outcomes associated with efficacy studies of a variety of programs targeting education, family, and community. The site links research articles with programs, and also provides video clips, resources and tools, and an option to submit programs for review.
Created by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education, the Best Evidence Encyclopedia, commonly referred to as the “BEE,” is a free website offering summaries of scientific reviews. Each study is evaluated by a set of criteria which was created to determine the strength of the research. The BEE is funded by the Institute of Education Sciences (I.E.S.).
Established in 2002, through an initiative of the U.S. Department of Education’s Institute of Education Science, its chief function is to assess the rigor of research evidence regarding interventions and programs used in schools. The website provides a set of guides that summarizes and rates the effectives of various curricula/programs using criteria established by NCLB (2002) on SBR.
Online webcast designed to inform the viewer about choosing reading programs that coincide with state and federal requirements under NCLB. Discusses using SBR to inform educational practices and specific literacy elements that need to be developed in order for reading success.