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.
Article that discusses the preventative measures an RtI model would have on learning difficulties in literacy for struggling students. Torgesen suggests that early intervention would have strong effects on reading comprehension, vocabulary, oral language ability and other essential literacy areas. Also provides data from FCAT (Florida’s Comprehensive Assessment Test) which assesses word knowledge, conceptual understanding and interference skills from third to tenth grade. Torgesen explains that mastery of these three skills have a link to comprehension ability in older students.
A short article that provides a rationale for RtI and a discussion of its critical features: tiered approach and using assessment data to make better decisions about students. Also discussed is the nature of service delivery or interventions at a secondary level and lists the nature of positive outcomes associated with schools who implement a tiered approach at the middle and secondary levels.
A 20 page informational brief published by the NCRTI. The brief provides information and guidance relative to RtI implementation issues at the middles school. Topics include:
-Leadership
-Planning and preparation
-Communication
-Assessment
-Small-group intervention
An informational brief published by the NCRTI that responds to frequently asked questions concerning scheduling issues in middle school. Based on observations, surveys, and interviews from administrators and staff from eleven middles schools implementing an RtI model. The brief offers guidance and support on the following issues:
-Modifying schedules
-Planning for grade/level and/or content area meetings
-Staffing for smaller intervention classes
-Assessments: screening and progress monitoring
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.
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 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.
The Content Literacy Continuum (CLC), developed by the Center for Research on Learning at the University of Kansas, is a supportive framework that consists of five levels of increasing intensity designed to meet the needs of high, average, and low achievers at the middle school level. This presentation describes each of the five levels and how they can be incorporated into an RtI process.
A significant number of adolescents enter middle school unable to read and understand complex informational or narrative text. These students would benefit from a multi-tiered system
of supports that provide responsive reading instruction across tiers of a Response to Intervention Model. The overall goal of this professional development session is to provide general and special education
teachers, content area teachers, administrators, and support staff with foundational knowledge regarding best practices for older students who struggle to read.
An archived webinar presented by Dr. Daryl Mellard and Sara Prewett from the University of Kansas. The webinar provides an introduction relative to what is currently known about the RtI process at the middle school level. Discussion centers on the following issues:
-Implementation and planning
-Assessment: screening and progress monitoring
-Tiered intervention
-Data-based decision-making
-Staff preparation
-Challenges