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Response To Intervention

In

Lincoln County Schools

2012-2013

Table of Contents

Rationale…………………………………………………………………………..4Overview…………………………………………………………………………..5Universal Screening…………………………………………………………… 8Problem Solving/Decision-Making Practices………………………….. 9Tier I………………………………………………………………………………..

12Tier II……………………………………………………………………………….

14Tier III……………………………………………………………………………… 16Continuous Progress Monitoring…………………………………………. 18LC Schools RTI Implementation Flowchart…………………………... 20Fidelity of Implementation…………………………………………………. 21Parent Involvement…………………………………………………………… 24

Appendix A: Intervention Definition …………………………………… 25 What is Intervention? ……………………………..……………….. 26

Appendix B: PLC Meeting ………………………………………………… 27Information Needed for PLC Meeting…………….…………..28

Appendix C: Lincoln County RTI Forms………………………………. 29

Appendix D: Implementation Matrix/Pyramid of Interventions.. 36

Appendix E: Parent Letters……………………………………………….. 39

Appendix F: Considerations for English Language Learners….. 43

Appendix G: RTI Terms …………………………………………………….. 47Glossary…………….……………………………………………….……. 48

Appendix H...……………..………………….…………………………………. 56Resources ……………………………………………………………….. 57 Bibliography ……………………………………………..…………….. 58

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Acknowledgement

The Lincoln County School District wishes to express its gratitude to the District RTI Team members who contributed their time and expertise to the development of this document.

Karen Hatter – Superintendent

Anthony Beeler – District Assessment Coordinator

Christy Denny – Assistant Principal, LCHS

Tracy Griffin – Counselor, LCHS

Brenda Antle – District Assessment Team

Kim Muse – Counselor, Stanford Elementary

Haley Ralston – Assistant Principal, Stanford Elementary

Terrie Ralston – Director of Special Education

Missy Robbins – Academic Program Consultant, Waynesburg Elementary

Bill Srsic – Counselor, McGuffey Sixth Grade Center

Tracy Wright – Counselor, Waynesburg Elementary

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RATIONALE

The No Child Left Behind Act of 2001 (NCLB) and the reauthorized Elementary and Secondary Education Act initiated a sweeping overhaul of federal efforts to support elementary and secondary education in the United States. NCLB was built on four pillars: accountability for results, an emphasis on doing what works based on scientific research, expanded parental options, and increased local control and flexibility. Also, the most recent reauthorization of the Individuals with Disabilities Education Act of 2004 (IDEA) has prompted national policymakers to make connections between IDEA and NCLB. The IDEA and its accompanying regulations indicate that states must adopt criteria that permits the use of a process based on a child’s response to scientific, research-based intervention for determining whether a child has a specific learning disability. These statutory and regulatory changes shift the sole responsibility for learning disabilities identification out of the special education arena into a partnership with the general education curriculum and instruction.

NCLB and IDEA, share the same purpose: to ensure that all children achieve high standards. As a result, the Response To Intervention (RTI) process, a cross disciplinary effort to develop a tiered instructional framework with variable levels of support for struggling students, was initiated. Information gathered as a result of RTI, may then become part of a comprehensive evaluation process to determine whether a child has a learning disability and is eligible for special education services. RTI is designed to accomplish three important goals:

1) to ensure all students receive research based instruction;2) to ensure the use of continuous progress monitoring for making data-based decisions in terms of interventions and modifications; and3) to provide a more practical method of identifying students as learning disabled.

The Lincoln County Board of Education has an ongoing commitment to improve the education for all students in the district, striving to strengthen each school to ensure all students master subject matter content. This document provides guidance for establishing a tiered instructional approach to support the achievement of all students in Lincoln County Schools, in particular those students not demonstrating grade level content mastery.

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OVERVIEW

The RTI process is a systematic, school-wide, and multi-tiered instructional framework. When implemented with fidelity, RTI fosters prevention of underachievement and behavioral problems by providing interventions at increasing levels of intensity matched to the academic and behavioral needs of students. Essential components of the response to intervention process include:

universal screening problem-solving/decision-making practices tiered levels of implementation of high-quality instruction/interventions continuous progress monitoring fidelity of implementation parent involvement considerations for English Language Learners

The National Center on Response to Intervention provides a widely cited definition of RTI: "Response to intervention (RTI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities."

Current instructional research includes tiered instructional delivery approaches that address the needs of struggling learners early and often as an effective approach to instruction. Instructional leaders, educational researchers, mental health specialists, and those focused on creating safe school environments realize that prevention is the first intervention. Effective core instructional programs, services, evidence-based interventions, and positive behavioral approaches should be available to all students and intervention resources should be accessible based on intensity of need.

Tiered instructional delivery is a fluid process of thorough data-based analysis and problem-solving, supplementing instruction with increased or decreased intensity based upon ongoing assessment, and examination of student progress toward achievement of grade level standards and intervention target goals. The implementation of this flexible, interrelated instructional delivery approach provides a framework that includes appropriate curriculum, instruction, and school organization that increases the likelihood of improved student achievement and success for all students. Systematic, ongoing monitoring of

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student progress is consistently used to guide decisions regarding instructional match, instructional delivery, instructional strategies or materials, and the intensity of instruction provided to meet individual student needs.

RTI includes a Professional Learning Community Team (PLC) that uses frequent formative assessment data and a problem-solving approach to inform the selection of appropriate instructional interventions that improve learning outcomes for all students. The systematic problem-solving approach is reflected as teams use data results of academic and behavioral assessments to identify why students are not mastering required academic skills. This method helps teams consider factors that can be directly altered and influenced by educators such as curriculum, instruction, teacher effectiveness, and academic environmental conditions. Teams use data to develop interventions and to identify measurable goals that serve as criteria for assessing the effectiveness of interventions. As with any intervention, it is ineffective to continue implementing the interventions that are not shown to be successful through progress monitoring data. Interventions should always supplement instruction and not replace instruction in the general education classroom.

The provision of targeted instructional interventions based on student needs holds promise toward increasing the achievement gains of all students. Parents can expect that a student identified with a disability will receive instruction within general education as appropriate through the tiered instructional approach unless otherwise indicated in their individualized education program (IEP).

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80-90% of students

5-10% of students

1-5% of students

Lincoln County Schools’ Response to

Intervention Process

Universal Screening7

The term “universal” refers to school-wide or district-wide screening of academics and behavior in order to identify all students who may be “at risk” for academic difficulties and need closer monitoring or additional interventions. The most useful screening measures are practical to administer and accurately identify low achieving students. Universal screening, administered at regular intervals three times each year, enables school staff to evaluate a student’s performance relative to his or her peers and the mastery of grade level curriculum expectations.

Universal screening approaches require innovative planning in the design of decision-making team procedures which include both the allocation of resources and the time needed to administer and review results. For students not making satisfactory progress, data charts and graphs will need to be generated to examine achievement over time and document a student’s response to intervention.

S The implementation of universal screening practices necessitates a close collaboration among parents and school personnel (e.g., classroom teachers, administration, academic performance consultants, math specialists, paraprofessionals, reading specialists, guidance counselors, school psychologists, assessment counselors, special area teachers, and speech/language pathologists). Having decision-making teams in place that support classroom teachers in instructional planning and problem-solving is essential to the success of RTI. These teams lead schools in the analysis of universal screening data about all students so that any student who needs additional support is identified. In addition, the teams will need to ensure that the screening procedures are implemented with fidelity and do not yield results that are biased.

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Problem Solving/Decision-Making PracticesThe implementation of a tiered instructional approach to support achievement for all students will require a thoughtful, intentional process to first analyze which elements of the tiered approach are already being implemented within a school. The tiered instructional approach in an RTI framework can serve as a structure for efficiently allocating instructional resources specifically targeted to student needs. Commitments to using scientific, research-based instructional practices and student performance data for instructional planning and decision-making are necessary to improve student achievement of grade level standards.Schools will need to determine which resources are currently available to support their RTI framework. For example, in schools implementing Reading First, components of the RTI system are already developed. Schools will also need to develop both systematic and systemic plans for reorganizing existing structures and reallocating resources to support student achievement. Data will drive the decisions at the district and school level so that over time, each school building has the necessary instructional and behavioral resources to ensure the success of all students.

In order for schools to implement an RTI process, a well trained student decision-making team or Professional Learning Community (PLC) is essential. The decision-making team must be knowledgeable in evaluation, data collection, decision-making/problem-solving, progress monitoring, and the ability to match scientific, research-based valid practices to student needs based on assessment and progress monitoring data. PLC members can be:

Principals Academic Performance Consultants Guidance Counselors Teachers (grade-level) School Psychologist or Assessment Counselor Paraprofessionals Specialists Parents and community members

The PLC Duties:1. Establish decision-making rules:

Within the tiered continuum of instruction and interventions, decision rules are necessary for moving students back and forth across tiers as educators address their needs for academic or behavior intervention. These decision rules must rely on relevant student assessment data. Student intervention outcomes drive decision-making at every tier of the model. A systematic method is used to decide interventions and implementation strategies for each student. At each step of the process, good decision rules ensure effective, equitable, and fair treatment among students.

2. Establish expectations for implementation: Schedule time for implementation of interventions.

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Schedule time for intervention team meetings. Determine frequency of intervention team meetings. Develop team meeting rules and roles.

3. Establish rules for moving in and out of the levels of support (tiers): Schools will need to identify the criteria that determine whether a

student needs Tier 2 interventions. The frequency and duration of progress monitoring: Identify the

frequency with which data will be collected (e.g., once or twice a week).

Criteria for determining a student’s responsiveness to intervention: Identify performance level.

Identify rate of growth for each phase of intervention. Identify criteria for the strength of intervention within each

intervention phase (i.e., number of sessions, consistency or fidelity of intervention, length of sessions and type of intervention procedures).

Identify the resources needed to adequately address the problem.

PLC Decision-making Rules:o Tier I Core Interventions Rule- students who do not

respond to whole group instruction or students who do not achieve benchmark on universal screenings are placed in small groups for Core Interventions;

80% Rule- There should be no less than 80% of students meeting benchmark standards on universal screening. If less than 80% of students are meeting benchmarks, review core instructional program and make adjustments as necessary

20% Rule-There should be no more than 20% of students below benchmark for academic and/or chronic behavior skills (more than 5 absences, more than 3 counseling sessions, or more than 3 discipline referrals in 30 days). These students are placed in Supplemental Instructional Interventions in Tier II

o Change Small Group or Individual Interventions Rule: When progress data is below the aim-line for 4

consecutive points or when the slope is flat or decreasing

o Individualized Intensive Intervention Rule- When progress data is below goal or aim line on 4 consecutive data points or when 6 data points produce (collected for a six week period) a flat or a decreasing trend line in Tier II, place student in Tier III. Tier III interventions will continue until progress data is below goal or aim line on 4 consecutive data points or when 6 data points produce (collected over a six week period) a flat or decreasing trend line, which could result in a referral for evaluation.

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o Referral for Evaluation Rule- students who do not respond to interventions in Tier I, II, and III instruction as evidenced by progress data consistently below aim line or data produces a flat line; students who display an obvious disability(ies).

4. Design and implement core academic curriculum: Select universal screeners for academics. Select / train staff on instructional strategies for academics and

behavior. Provide professional learning opportunities. Compile professional resources and materials. Involve family and community stakeholders in learning: Develop

and implement communication plan. Develop activities that provide meaningful family involvement in the school.

Assist teachers in the efforts to help students struggling in the classrooms, including those in special education.

Consider all educational areas that affect or interfere with student achievement and success — academics, behavior, attendance, and health.

5. Review school data to make informed decisions about curriculum, instruction and assessment: Examine achievement, behavior and other data. Identify data patterns. Identify specific concerns from school test reports,

school-wide/classroom behavior data, and subgroup data. Prevent school failure by considering the whole child, recognizing

that more than one issue frequently contributes to student struggles.

Although a student’s response to scientific, research-based intervention is included within the IDEA statute and regulations in the section regarding the identification of specific learning disabilities, it is a process for which data collected within the RTI framework can be used as one component of a comprehensive evaluation to determine special education eligibility.

Note: However, the initial intent for the development of a tiered instructional approach is to improve the quality of instruction and interventions provided for all learners, especially those who struggle with meeting the same standards as their peers, not to specifically get the student to a special education referral.

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Tier I: Core InstructionTier I is high quality, scientific, research-based or evidence-based classroom instruction. In a tiered delivery model that addresses academics and behavior, Tier I instruction includes early identification, primary supports and interventions that promote learning and achievement. Several fundamental elements contribute to a child’s success in school, such as highly-skilled teachers, appropriate academic instruction, developmentally appropriate curricula aligned with state and local standards, and positive behavior supports. For most students, this foundation provides what is needed for academic success.

During Tier I instruction, individual student progress is systematically monitored through assessments based on benchmarked learning objectives of the core curriculum. Flexible grouping and differentiation within the classroom enable the teacher and support staff to utilize strategies and activities such as explicit instruction, enrichment and extension activities, additional skills practice, and re-teaching to ensure that all students master the curriculum.

TIER I core interventions consists of the following components:

Session frequency- one (1) X/Week, minimum

Session duration: 15 minutes/session, minimum

Size of instructional group: Whole class: including flexible grouping and differentiation; small needs-based groups (usually 7 to 10 students); or individualized to meet the needs of one student.

Frequency of progress monitoring: One (1) – two (2) X/Month.

Duration of instructional interventions: The PLC will determine the duration of Tier I.

Instructor qualifications: Tier I instruction is provided by teachers of core content who are “highly qualified” as defined by NCLB, and who are knowledgeable in all aspects of the curriculum including; content,

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instructional methodologies, differentiation (including modifications and accommodations), acceleration and enrichment strategies, and progress monitoring.

Mastery requirements of content: Content mastery determinations are made relative to cut points identified on criterion-b ased screening measures and continued growth as demonstrated by routine progress monitoring.

PLC Decision-Making Rules: At the end of Tier I, data is reviewed and a decision is made regarding the student’s instructional needs. Tier I instructional decision rules can result in one of three possible outcomes that indicate the next steps for the team:

o Leave Tier I: Successful progress is made in the targeted area and the

student no longer needs the Tier I intervention and continues to receive Core instruction.

Met benchmark during progress monitoring o Continue interventions in Tier I

Maintaining progress to meet benchmark (slope) Student is making progress, continue interventions in Tier I

o Move to Tier II: Lack of progress is made, or the student has not

progressed enough to independently apply knowledge and skills through Tier I instruction. Student is moved to supplemental instructional and/or behavioral interventions in Tier II in addition to Tier I. A student may be placed immediately in Tier II based on the universal screener.

o Inform parents of student progress.

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TIER II: Supplemental Instructional Intervention

For some students, the foundational level of support provided in Tier I is not sufficient. These students require supplemental interventions. Targeted interventions with specified instructional approaches and curriculum are implemented to develop skill mastery. Student success is contingent on a consistent match of effective explicit instruction to student needs. When data indicate that a high percentage of students are not progressing, then school-wide or group problem-solving occurs, which may include evaluating the core program to see if it should be revised or replaced. When students fail to make adequate progress, the reasons for the lack of progress are systematically determined by PLC teams through data analysis and problem-solving. Students who continue to demonstrate learning or behavioral difficulties will be discussed by the team in consideration of Tier II interventions and support.

Tier II consists of the Tier I Core interventions supplemented by specialized interventions that have the following components:

Session frequency: 3-5 X/week

Session Duration: 20-30 minutes

Size of instructional group: Small, targeted skills-based groups (i.e. 5-7 students, the number recommended by the scientific, research-based intervention) and/or individualized to meet the needs of one student.

Frequency of progress monitoring: Minimum of one (1) time per week

Duration: A minimum of 6-9 weeks as determined by the response of the student to the intervention program implemented with fidelity. Decisions regarding duration should be evidence-based and in accordance with the scientific basis of the intervention.

Instructor qualifications: Tier II should be provided by school personnel who have been trained in the core curriculum including; content, instructional methodologies, differentiation, and progress monitoring. Tier II behavior supports and interventions can be provided by student services specialists as appropriate.

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Ma stery requirements of content : Relative to cut points identified on screening measures and continued growth as demonstrated by routine progress monitoring.

PLC Team Decision-Making Rules: At the end of Tier II, a decision is made regarding the student’s instructional needs. Tier II instructional delivery decision rules can result in one of three possible outcomes that indicate the next steps for the team:

o Return to Tier I Core instruction: Successful progress is made in the targeted area and the student

leaves the Tier II intervention group and continues to receive Tier I instruction.

Met benchmark during progress monitoring o Remain within Tier II:

Maintaining progress to meet benchmark (slope) OR If the student is making some progress, or the student has not

progressed enough to independently apply knowledge and skills and thus supplemental instructional and/or behavioral interventions and progress monitoring are continued in Tier II.

o Move to Tier III when: The rate and amount of progress is inadequate (progress is

below goal line for 4 consecutive data points or when 6 data points (produce a flat or a decreasing trend line), the PLC team needs to determine if:

i. Consideration of slope – progress not on track to meet benchmark

ii. The correct intervention has been used,iii. The instructional match is appropriate,iv. The intervention has been implemented with fidelity,v. Engaged learning time has been maximized,vi. Consistent corrective feedback has been provided, andvii. Explicit instruction has occurred consistently.

Note: If any of the above conditions have not been met, the student should remain in Tier II and adjustments to intervention/instruction must occur.

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Tier III: Intensive Instructional Intervention

Students not making adequate progress with Tiers I and II supports are identified by the PLC to receive specifically designed individualized interventions that extend beyond the instruction that has been provided. Tier III interventions may or may not differ from those provided in Tier II, depending on local design of the tiered instruction; however, delivery of instruction at this level is more intense in frequency and duration. Tier I and II interventions continue.

Tier III intensive interventions with the continuation of Tier I Core and Tier II supplemental interventions consists of the following components:

Session frequency: 4-5 X/week

Session duration: Additional 30 minutes

Size of instructional group: Small, targeted skills-based groups (2-5) or individualized instruction based on the use of individual diagnostic data that targets the student’s skill deficits.

Mastery requirements of content: Relative to cut points identified on screening measures and continued growth as demonstrated by frequent progress monitoring.

Frequency of progress monitoring: As needed to monitor the effectiveness of intervention; at least one (1) X/Week.

Duration: Approximately 6-9 weeks as determined by the response of the student to the intervention program implemented with fidelity. Decisions regarding duration should be evidence-based and in accordance with the scientific basis of the intervention.

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Instructor qualifications: This tier focuses on delivering the most intense interventions and thus the instructor must be highly skilled. Tier III instruction should be provided by school personnel knowledgeable of the core curriculum and trained in instructional methodologies, differentiation, and progress monitoring. Tier III behavior supports and interventions can be provided by specialty teachers and/or special educators who may be involved in the provision of early intervening services, as appropriate. Supervision shall be provided by “highly qualified” staff as defined by the NCLB.

PLC Decision Rules: At the end of Tier III, a decision is made regarding the student’s instructional needs. Tier III instructional delivery decision rules can result in one of three possible outcomes that indicate the next steps for the team:

o Return to Tier II for Supplemental Interventions: Successful progress is made in the targeted area and the student leaves the Tier III intervention group and continues to receive Tier II and Tier I instruction.

o Remain within Tier III: Consideration of data slope – progress rate predicts

meeting benchmark within the school year

o Initiate referral for special education evaluation procedures when-

data suggest that a disability is suspected, considering the “response to intervention” data:

level – gap in performance from standards slope – rate of growth and whether “closing the gap” intensity of efforts required for progress – in

need of specialized instruction

Inform and involve parents in decision-making process and Team meetings.

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Continuous Progress Monitoring

Progress monitoring is a scientific, research-based practice that is used to assess students’ academic progress and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class, grade level or school. (National Center for Progress Monitoring, 2007),The purpose of progress monitoring is to: (1) identify the student’s current levels of performance, (2) establish educational goals for improving learning outcomes, and (3) measure the student’s academic performance on a regular basis (e.g., weekly or monthly). The measurements should be valid and reliable as well as quick and easy to administer. Progress monitoring data should provide a picture of the student’s performance and rate of growth to inform immediate instructional and curricular changes so that every student reaches proficiency in the targeted skill area(s).Continuous progress monitoring, when implemented with fidelity, offers the following benefits:

Accelerated learning because students are receiving more appropriate targeted instruction;

Data-based instructional decision-making; Documentation of student progress for accountability purposes

(individual, subgroup, class, grade, content, and school); More timely communication with families and other professionals about

students’ progress; and Clearer expectations for all students by teachers and parents/families.

For students with social-emotional and behavioral needs, continuous progress monitoring is essential. It serves many of the same functions as

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academic progress monitoring. Data collected during intervention implementation helps guide intervention planning and decision-making.Curriculum-based measures and assessments assess specific skills that are presently being taught in the classroom. This method of assessment can be used with all students to determine the rate of progress in the core curriculum. Curriculum-based measures and assessments are designed to demonstrate student progress toward mastery learning.Progress monitoring serves various functions at each Tier. For example, for Tier I interventions, assessment functions are described in terms of student growth over time and help determine if the student is progressing as expected. For interventions in Tier II and Tier III, the purpose is to determine whether the intervention is successful in helping the student achieve at an appropriate rate.Planning for and implementing progress monitoring requires collaboration between school administration and knowledgeable staff to monitor and analyze student progress and to establish decision-making rules. These rules may include assessment cut scores, frequency and duration of progress monitoring, criteria for determining responsiveness to intervention, criteria for adjusting intensity of support for students and determination for referral for special education services. Also, time needs to be scheduled to allow teams to monitor data, analyze the effects of interventions, problem-solve, design effective instruction, and participate in job-embedded professional development.

Professional development for staff is essential so that assessments are administered with fidelity and yield reliable and valid scores. Roles, responsibilities and time schedules of school personnel may need to be modified to achieve the collaborative conditions necessary for successful implementation of a tiered instructional approach. Existing staff may have new or revised roles in order to implement progress monitoring in a tiered instructional system.

Frequency of Progress Monitoring Rules:

Tier I Instructional Interventions:o Session frequency- one (1) X/Week, minimumo Session duration: 15 minutes/session minimumo Frequency of data progress monitoring: One (1) – two (2)

X/Month Tier II Instructional Interventions

o Session frequency: 3-5 X/Week minimumo Session Duration: Additional 20-30 o Frequency of data progress monitoring: one (1) X/Week

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Tier III Instructions Interventions:o Session frequency: 4-5 X/week, minimumo Session duration: Additional 30 minuteso Frequency of data Progress Monitoring: Minimum of one

(1) X/Week

Lincoln County SchoolsResponse to Intervention Flow Chart

Tier I- Universal Instruction to all students

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Tier I – Core Instruction is provided to all students

Universal Screening data indicates Core Instruction has NOT been successful as student does not meet expected benchmarks– Classroom teacher provides Tier I interventions and documents student progress or lack of progress

Tier II – Supplementary Instructional Student begins receiving interventions in addition to Core Instruction

Student is referred to Professional Learning Community (PLC) for Intervention Planning

PLC reviews data monitoring- reveals student is NOT successful in Tier II

Student data reveals success in Tier II; interventions are removed, student exits to Core Instruction

PLC makes modifications to Intervention Plan for Tier II

Data monitoring reveals student is not successful with Tier I and Tier II interventions- PLC modifies Intervention Plan and student is referred for Tier III Intensive Interventions in addition to Tier I and II instructional interventions.

Fidelity of ImplementationA school’s success in achieving high quality instructional experiences and better outcomes for its students hinges on the fidelity of program implementation and explicit classroom instruction throughout the RTI framework. Fidelity of implementation is the consistent delivery of research-based/evidence-based instruction and interventions in the way in which it was designed to be delivered, and at the needed level of intensity to address the student’s individual difficulties (Gresham, et. al., 2000; National Association of School Psychologists, 2007).In an RTI model, fidelity is important at both the school level (e.g., implementation of the process) and at the teacher level (e.g., implementation of instruction and progress monitoring) (Johnson, et. al., 2006).

To ensure fidelity of intervention implementation, the following must be considered:

Provision of systematic, effective instruction that is in alignment with State and local curriculum.

Selection and implementation of core programs and materials of instruction to meet the identified needs of students and appropriately modified based on assessment data.

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Student is NOT successful in Tier III- PLC continues to modify interventions and makes referral for consideration of interdisciplinary evaluation for Special Education Services.

Data monitoring reveals student is not meeting expected benchmarks- Student resumes Intervention process

PLC makes modifications to Intervention Plan for Tier III: Intensive Interventions. Note: If Student IS successful with Tier III interventions, either continue in Tier III or transition back to Tier II interventions

Engagement in high quality professional development on the core program content, assessment instruments, data analysis, and PLC team processes with data collected on teacher learning outcomes.

Completion of frequent observations of school teams, interventions, and progress monitoring practices with feedback provided by school leadership.

Implementation of consistent monitoring of student progress using assessments that are aligned to State and local curriculum.

Specification of methods, criteria, and standards for determining the appropriate tier of instructional delivery for students.

Establishment of exit criteria to determine at what point interventions and support are no longer necessary.

Completion of frequent data collection from formative and summative assessments, and ongoing observations to ensure that students are provided the appropriate tier of instructional intervention and support. Additionally, data collection and analysis should be diagnostic and prescriptive in nature so that instruction can be adjusted and movement among the tiers should be fluid.

Establishment of frequent and ongoing use of monitoring tools for diagnosing student needs and assist in prescribing, altering, and adhering to instructional practices and intervention(s).

The instructional tools and strategies, student achievement, and professional development components of schools will be affected by the implementation of a tiered instructional RTI approach. The school’s plan for assessing and ensuring fidelity of implementation will shape the effects of each of those components. In practical terms, the school can build a positive and collaborative climate for a system of fidelity checks that promotes teacher improvement. Mentors or coaches supporting the school staff in RTI should address individual as well as collective needs. This framework for collaboration may be new for some schools, but these efforts can pay dividends in opening communication, building capacity, and improving results.Roles and responsibilities for fidelity of implementation rest at several levels of the school system. District Office Staff, Administrative Staff, and teachers and mentors/coaches can contribute to the fidelity of implementation in the following ways:

District Office Supervisor responsibilities: Ensure that the necessary resources are available for the

implementation of the response to intervention practices. Resources should include financial support for program implementation, professional development, methods to assess fidelity, and appropriate human resources.

Are both supportive and evaluative. That is, district office staff evaluate the entire system to ensure that the response to intervention practices are being implemented in a consistent manner across the system and are supportive where gaps in implementation are found. Variability in implementation fidelity within and across school sites

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may result in poor reliability, inadequate validity, or bias, particularly when procedures are applied to vulnerable students (e.g., students whose minority, economic, or linguistic status places them at risk) (American Psychological Association, 2005)

Support schools by providing data management systems and assisting in the analysis of data.

Lead in investigating successful outcomes and make recommendations for interventions based on scientific research and data as well as provide access and training on the use of the interventions.

Coordinate collaborative activities to ensure students are supported in their transition from one grade level building to another.

Ensure that students with disabilities are located, evaluated, and identified in accordance with statutory requirements of the Individual with Disabilities Education Act.

Ensure that the varied district level initiatives and responses to federal and State regulatory requirements are aligned so that mission statements, objectives, structures and resources, and energy are integrated for efficiency and effectiveness.

School Principal responsibilities: Communicate a clear vision and reasonable expectations regarding

response to intervention implementation. Take responsibility for implementation and be accountable for results. Demonstrate knowledge of the intervention(s), curriculum, and

instructional approaches so that they can ensure that teachers are implementing with fidelity.

Support teachers during implementation and provide or broker technical assistance as appropriate.

Make all options available to teachers regarding implementation and set parameters regarding modification.

Provide all necessary materials and supplies to ensure fidelity of implementation, e.g. books, manuals, ongoing professional development, etc.

Continuously monitor the implementation of RTI practices as well as the implementation of instruction and intervention.

Determine what data will be collected and instruments used to make determinations regarding which interventions are appropriate for individual and groups of students.

Ensure that students with disabilities are identified, located, and evaluated, in accordance with statutory requirements of the Individuals with Disabilities Education Act.

Teacher and Mentor/Coaches responsibilities: Thorough knowledge of the assessments, interventions, curriculum,

instructional strategies, and monitoring processes intended for implementation.

Knowledge and understanding of all options regarding assessment and intervention including what, if anything can be modified during implementation and when an intervention should be abandoned in

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favor of another curriculum and instructional strategy/intervention due to a lack of response from students based on available data.

Skillful use of strategies that address specific individual student strengths and needs.

Use of a diagnostic approach, i.e. be able to use data to make determinations as to which intervention is appropriate based on data.

Collaboration, particularly in settings where students are “shared”, e.g., flexible grouping, co-teaching.

Parent InvolvementParent involvement in any process affecting student performance is not only best practice, but also a requirement under NCLB and IDEA 2004. As Lincoln County School District implements a tiered instructional approach to support the achievement of all students, parents and families must be meaningfully involved at all instructional levels. Communication with families must be in a format that is understandable to the parent. It is expected that schools will already have established a positive relationship with parents/families prior to a problem arising. Parents need to be informed and involved when student difficulties are first noticed, and then continue to be involved as decisions are made regarding changes in instruction and interventions provided.

If a student is participating in an RTI process for the purpose of eligibility determination for special education, the school must document that the student’s parents were notified about the following:

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Policies regarding the amount and nature of student performance data that are to be collected and the general education services that are to be provided;

Strategies for increasing the student’s rate of learning; and Their right to request an evaluation to determine if a disability exists at

any time during the RTI process which in turn initiates protections under the IDEA. RTI cannot be used to delay identification of students with disabilities; therefore, school personnel need to ensure that parents understand their right to request an evaluation as guaranteed under the IDEA. However, RTI instructional services will be provided simultaneously with the special education evaluation, and the RTI data will be part of the eligibility determination.

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Appendix A

Intervention Definition

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What is an Intervention?

An intervention is an instructional action conducted by the teacher in addition to the activities that normally occur in the student’s general education program and is designed to meet the unique learning needs of the student. Interventions are research based and likely to be successful if they are:

Correctly targeted and provide explicit instruction in the deficit skill area An appropriate level of challenge Provide for sufficient opportunities for the student to respond to and

practice the skill Provide immediate feedback on student performance

A written intervention plan based on an individual student skill deficit includes the following basic components:

A clear statement of the skill deficit (verified by data). Development of a specific research-based intervention based on the problem

analysis. Baseline data. Frequency and duration of the intervention. Measurable outcomes that can be used to make data-based adjustments as

needed during the course of the intervention. Description of measurement and documentation/recording techniques. Progress monitoring schedule.

An intervention is NOT: Preferential seating Shortened assignments Parent contacts Classroom Observations The basal reader Advice and consultation contacts that are not student-specific, not targeted to

a specific behavior or do not generate data that can be graphed or tabled to show change over time

Retention Suspension (In-school or out of school) or detention Doing more of the general classroom assignments1

1 McCook, John The RTI Guide: Developing and Implementing a Model in Your Schools (Horsham: LRP Publications, 2006) 51.

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Appendix B

PLC Meetings

Information Needed for PLC Meetings28

Teachers should be prepared to bring appropriate documentation and be ready to discuss the following information at each PLC meeting:

For Academic Concerns:

List of targeted students from assessment/screening data The specific area of academic concerns for each student The academic and social strengths and weaknesses of each Provide documentation of all interventions that have already been

implemented and why they did or did not work. Documentation of student’s reading and/or math instructional level and the

student’s independent reading and/or math level Documentation of parent contacts Progress monitoring data in specific area of concern with graph/chart

For Behavioral Concerns:

List of targeted students from assessment/screening and/or observations Description of classroom management system, including rewards and

consequences Discuss where, how often the behaviors occur, and/or how long behavior lasts

for each student Discuss when (before or after an event, subject, instruction, type of

request/command, time of day) or with whom (teacher/peer) the behavior is more likely to occur for each student

List of any incentives for which the student may be willing to work Documentation of parent contacts Progress monitoring data in specific areas of concerns with graph/chart

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Appendix C

Lincoln County RTI Forms

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Lincoln County Intervention Plan31

Initial RTI Meeting

School Year: Choose One

Target Area: Choose One

Student Profile

Student: Teacher: Date: Student ID: School: Choose One Grade: Choose

One

Background InformationArea(s) Of Concern (Choose all that apply):

Additional Information: What data supports the existence of the problem? (include data from PAS, NRT, CBM, T-PRO, common assessments etc)

What is the goal? Classroom Intervention Start Date:

Attendance Prior to Interventions:

Poor/Infrequent Truant Tardy Frequent Moves Good/Excellent

Attendance During Intervention Period:

Poor/Infrequent Truant Tardy Frequent Moves Good/Excellent

Check all that apply:

Vision – Date of Screener: Poor Corrected Good

ExcellentHearing – Date of Screener:

Poor Amplified/Aided Good ExcellentSpeech/Language

Normal/Adequate Rapid/Rambling Slow/Slurred Somewhat Unintelligible Unintelligible

General Physical Health Fragile or Impairment Chronic Illness Good

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ExcellentMental/Behavioral Health Concerns

None Conduct Anxiety Depression Phobia Substance Abuse Other: Attitude Toward Self

Poor Normal/Positive Confident Overconfident UnrealisticCultural BackgroundDescribe: Languages Spoken

None English only Bilingual: and Other: English Language Proficiency

Little/None Basic Social Language Mastered Social Language Emerging Cognitive Academic Language Fluent/Proficient

Socioeconomic Status Low Middle Upper Changing- Up: Down:

Attention and Interest in School Poor/Indifferent Distracted/Bored Alert/Engaged Over-

ResponsiveImpulse Control

Poor Fair Good ExcellentSchool Social Relationships

No Friends Few/Adequate Friends Many Friends Too Many FriendsRelationship with Teacher

Distant/Reluctant Normal Needs Closeness/Frequent Contact

Student Strengths: RTI Meeting Summary

Tier I Review Meeting(Meeting to review student’s program)

Date of Meeting:

Measurable Objectives- What do you plan to accomplish? Research Based Strategies/Program: Frequency/Duration: Intervention Provided By: Progress Monitoring Tool: Resources Needed: Provide documentation of progress check meeting with resource team: Status: Using the assessment data collected, describe the impact of the intervention plan on this student’s learning and identify next steps:

Fidelity Statement: The above interventions were delivered with an accurate and consistent application of the three-tier district adopted Response to Intervention (RTI) system, using research-based practices, applied in a documented method over time.

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Parent letter sent or parent contact has been made and information about RTI has been shared.Date:

Meeting Notes:

Meeting SummaryChoose One:

Committee Members in Attendance

Name Signature

***Any applicable reports, data, and or documentation are attached

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Tier II Meeting Date of Meeting:

Student Name: Review of Current Plan:




Meeting Notes:


**Inadequate progress is defined as progress below aim line for 4 consecutive data points, or 6 data points produce a flat or declining trend line


Name Signature

35


Tier III MeetingDate of Meeting:

Student Name: Review of Current Plan:




Meeting Notes:


**Inadequate progress is defined as progress below aim line for 4 consecutive data points, or 6 data points produce a flat or declining trend line


Name Signature


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Appendix D

School Implementation Matrix and

Pyramid of Interventions

37

Appendix E

Parent Letters

40

Lincoln County Public SchoolsIntervention and Prevention Services

Date: _________________________

Dear Parents/Guardians:

In order to provide the most effective education for ALL students, we believe we must start with providing an effective education for EACH child. In the Lincoln County School District, we utilize a three-tier approach with varying levels of support beyond that used for all students.

In the first tier (Tier I) the classroom teacher will use different strategies and may use additional or different materials so that your child is successful. In Tier II we employ a team approach where school staff meet to review a student’s progress and to tailor an individual academic support plan that provides supplemental instruction to your child in the area of need. Using scientifically based materials and strategies, the Tier II interventions are applied for a minimum of 6 to 9 weeks. Many students respond well to Tiers I and II, and are successful in meeting standards with the supplemental help.

In the event that your child needs additional help to meet the standards, we utilize a third tier, which provides additional and more frequent help. At this tier it may be necessary to alter the student’s schedule in order to provide the intensive intervention needed. For example, it may be necessary that your child not go to art class in order to receive more reading instruction. Like Tier II, Tier III instruction is used for a minimum of 6-9 weeks.

The school team will meet monthly or as needed to address each student’s needs and to review the progress of each student during the intervention period. If your child is identified as one needing intervention, his/her teacher will let you know. If you have any questions feel free to contact us at ________________.

Sincerely,

__________________________

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Date: _________________

To the parents/guardians of: _____________________________________

As you know we are using a three tier program of interventions for all students. After reviewing the data and looking at your child’s progress,the school team has addressed the following areas of concern and developed the following strategies to help your child be more successful.

Area of Concern Teaching Strategies

We will keep you informed if we make any changes. If you have any questions, feel free to contact us at __________________.

Sincerely,

____________________________

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Date: __________________________

Dear Parent/Guardian:

The goal at _____________________________ is to help each student be the best student he/she can be. As explained before, one of the processes we have in place to help us reach this goal involves a team of professionals including your child’s grade level teachers, the school counselor, the academic program consultant, principal, other specialists as needed such as speech, occupational therapy, physical therapy, etc. The focus of the work of this team is to help students overcome challenges they face in school.

As you know we have been trying interventions and instructional strategies to help your child be more successful. At this time, we would like to invite you to join us for a meeting for your child, _____________________. The meeting will occur:

Meeting Date: ________________________________________Meeting Time: ________________________________________Location: ____________________________________________

The purpose of this meeting is to look further at and/or review possible interventions to address the following areas of concern: _______________________________________________________________________________________________________________________________________________________________________________________

If you have any questions about this meeting please call ______________.

Sincerely,

____________________________

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Appendix F

Considerations for English Language Learners

Considerations for English Language Learners

44

Universal screening and progress monitoring of English Language Learners (ELL) requires consultation with English for Speakers of Other Languages (ESOL) teacher. In addition, the following should be considered within these processes in regard to English language learners:

Of paramount importance is that personnel observing and assessing the student be familiar with the process of second language acquisition and related research. While a student takes only months to develop basic interpersonal communication skills, many years can be needed for that same student to develop the cognitive academic language necessary for success in academic content areas.

Staff assessing ELLs should have an understanding of the linguistic, cultural, and academic background of the student and the family, including the student’s use of language at home as compared with the language used at school.

Staff assessing ELLs must take into consideration that a student may be in the process of acculturation or assimilation (cultural change). The evaluation of academic progress should then be viewed in relationship to other culturally and linguistically different students in the same cohort of students.

Members of the team should understand that linguistic and literacy elements of the first language may have a great influence on the acquisition of a second language (English).

Every effort will be made to provide a trained interpreter to make the process accessible to the parents or guardian(s).

Implementation of a tiered instructional approach for ELLs should include consideration of the process of second language acquisition, as well as cultural and linguistic differences among students. The RTI framework should be designed to reduce threats to the reliability and validity of decisions and inferences that arise due to language and cultural differences.

TIER I

The foundation of Tier I should be culturally responsive, quality instruction with on-going progress monitoring within the general classroom. Effective and appropriate instruction must be both linguistically and culturally congruent. Teachers should implement instructional strategies linked to the academic growth of the ELLs as well as assessment procedures that can be used to monitor progress, particularly in language and literacy. After identifying the students’ level of language proficiency, staff is better able to choose strategies that will promote progress and to determine the roles of the classroom and ESL teachers. Literacy instruction should not be delayed until after the student has reached oral language proficiency in English. Literacy instruction and oral language instruction should occur concurrently. English language development should be part if Tier I. Teachers can scaffold language and provide opportunities for ELLs to practice, use, and interact with language.

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TIER II

When culturally and linguistically diverse students have not made sufficient progress when taught using appropriate, culturally responsive methods implemented with fidelity, a second tier of intervention is necessary. This tier is characterized as providing a level of strategic support that supplements and is aligned to the core curriculum and is based on student needs as identified by data and progress monitoring.

If ELLs have received literacy instruction in English and still show evidence of reading difficulties, they should receive additional instructional support to learn to read. The interventions should be specific to their needs based on the five core reading elements, phonological awareness, phonics, reading fluency, vocabulary, and comprehension. Explicit instruction should be the primary means of instructional delivery.

Providing intensive early reading instruction for English learners does not imply they have a reading disability or they are not able to read as well as other students. It means that while they are learning a new language and learning to read in that language simultaneously they face challenges that may be different from those challenges faced by their native-English speaking peers. The instruction they receive should reflect the nature of this challenge.

TIER III

ELLs who are significantly behind in reading after receiving research-based, Tier I and Tier II instruction are eligible for Tier III interventions. Interventions may require individualized reading instruction that considers other factors such as attention, phonological processing, language and vocabulary development, and behavior problems. There should be a wide range of meaningful intervention strategies and sufficient opportunities to learn. A student’s difficulties should be should be observed across time and settings. Students who fail to make satisfactory progress while receiving intensive and focused interventions in Tier III may need further evaluation for a learning disability.

Considerations for Beginners

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ELLs at the beginning stages of English language acquisition, require special considerations when receiving additional support through reading interventions.

Characteristics of ELL BeginnersStage Characteristics Approximat

e Time Frame

TeacherPrompts

Preproduction

Stage&

Level 1Entering

The Student: Has minimal comprehension Does not verbalize Nods “yes” and “no” Draws and points Understands very little overall Acquires 1-500 listening words Pays attention to shared

readings but relies heavily on pictures and context clues for understanding

*0-6 months

Show me…

Circle the…

Where is…?

Who has…?

Early Production

Stage &

Level 2Beginning

The student: Has limited comprehension Produces one or two word

responses Participates using key words

and familiar phrases Uses present-tense verbs Understands to a small degree

overall Builds up to 1000

listening/speaking words Mainly relies on pictures and

context for clues in reading, but begins to decode by end of Stage 2

*6 months-1 year

Yes/No questions

Either/or questions

One to two questions

Lists Labels

Source: Adapted from Krashan and Terrell (1983).*Time frame varies depending on student progress and access to prior schooling.

Recommendations for Beginners

ELL beginners, including those in the intermediate grades, need support in the following areas:

Oral English Language Development Phonological Awareness Vocabulary

Therefore, additional support in these areas must be provided in a small group setting. A school-based team should consider each student’s Universal Screening results combined with knowledge of second language acquisition, to make informed decisions about the most effective next-step interventions. Instruction for students at the beginning level must include strategies for English language development.

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Appendix G

RTI TERMS

48

GLOSSARY

Accommodation -- A practice or procedure that provides a student with a disability equitable access during instruction and assessments in the areas of: presentation response; setting; and scheduling. Accommodations do not reduce learning expectations.

Alignment -- The degree to which assessments, curriculum, instruction, textbooks and other instructional materials, teacher preparation and professional development, and systems of accountability all reflect and reinforce the educational program's objectives and standards. One expects to see a clear linkage of the practices to the written documents from which they are drawn.

Accelerated Learning -- Successful use of many different techniques, methodologies, and approaches to instruction and the learning environment to achieve a faster learning rate.

Active Learning-- Any instructional approach which places the responsibility of learning on the learner. Learners are engaged by matching instruction to the learner’s interests, understanding and developmental level which often includes hands-on and authentic activities. It is a process of learning new ideas, skills and attitudes by learning from doing, performing, and taking action. Examples of active learning include discovery learning, problem-based learning, experiential learning and inquiry-based instruction and may incorporate reciprocal teaching, high response rates, games, simulations, role playing, etc.

Assessment -- The administration of tests, and other methods of gathering and integrating information to determine a student’s current level of performance to illustrate whether the student is achieving appropriately to the instructional program being delivered. Assessment information will aid in instructional and or intervention planning.

Assessment as it relates to Special Education Eligibility Determination -- The process of collecting data for an evaluation to be used by an Individualized Education Program (IEP) team to determine a student’s eligibility for special education and related services.

At-Risk -- Not acquiring relevant skills that may result in a need for an intervention.

Behavior Intervention Plan (BIP) -- A proactive plan designed to address problem behaviors exhibited by any student in the educational setting through the use of positive behavioral interventions, strategies, and supports.

Behavior Modification -- Programming intended to modify or eliminate problem behavior(s) and to increase performance of desired behaviors. Techniques may include; modeling, prompting, positive reinforcement, etc.

Benchmark -- A numerical measurement, or standard, that serves as a point of reference by which student performance is measured. The benchmark is a minimum criterion for expected student mastery or performance.

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Best practice -- Evidenced-based program(s), initiative(s) or activities that reflect contemporary research and are associated with positive outcomes. Best practices are considered to be exemplar models and have resulted in positive outcomes following implementation with fidelity.

Classroom Performance -- Educators assume an active role in students’ assessment in the general education curriculum. This feature emphasizes the important role of the classroom staff in choosing and periodically completing student assessments of academics and behavior/social skills rather than relying on end-of-the-year achievement tests (e.g., state or nationally developed tests) or routine office referral/detention/suspension for behavior. (NRCLD)

Continuous Progress Monitoring -- Students’ classroom progress is monitored continuously. In this way, staff can readily identify those learners who are not reaching individual or classroom academic and behavior goals.Curriculum-based assessment models (NRCLD) and data from instructionally-based classroom behavior monitoring systems are useful in this role.

Criterion- versus Norm-Referenced -- Screening measures can use either a criterion referenced or normative comparison standard of performance. In the former, a specific criterion level of skills is specified as indicating an acceptable level of proficiency or mastery. In the normative comparison, the screening results are compared to an appropriate peer group (e.g., other students in first grade).

Cut score -- Accuracy of screening also is determined by what cut scores are used. A cut score, also called cut point, is the score that represents the dividing line between students who are not at risk and those who are potentially at risk. (NRCLD

Competency-based Instruction -- Instruction organized around a set of learning objectives based upon the knowledge, skills and attitudes required to perform a set of skills, otherwise known as competencies. Evaluation of student success is based on competent performance of the skills with specific exclusion of normative measurement.

Confidence Interval -- A band or range of scores around the obtained score that likely includes the true or actual score.

Criterion-referenced Assessment -- Student performance is compared to a set standard or objective. Evaluation of objectives as a learner progresses through the course of instruction. In most cases, success is measured by attaining or exceeding a cut score and is NOT determined by their rank or standing among peers. In this case, criterion refers to the subject matter rather than the specific cut score assigned (2).

Curriculum -- The aggregate of formal courses of study given in a learning environment. Courses are arranged sequentially to increase the efficiency of learning a subject. In schools, a curriculum spans several grades; for example, a math curriculum. In business, it can run for days, weeks, months, or years. Learners enter it at various points depending on their job experience and the needs of the business.

Curriculum-based -- Phrase referring to a program of courses that meet the graduation requirements.

Curriculum-based Assessment (CBA) – “Determination of the instructional needs of a student, based upon the student’s on-going performance within the existing course content in order to deliver

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instruction as effectively and efficiently as possible.” (Gickling, Shane, & Croskery, 1989, pp. 344-345).

Curriculum Based Measurement (CBM)-- Instead of measuring mastery of a series of single short-term objectives, each CBM test assesses all the different skills covered in the annual curriculum. CBM samples the many skills in the annual curriculum in such a way that each weekly test is an alternate form (with different test items, but of equivalent difficulty). (Fuchs)

Differentiated Instruction -- A process of designing instruction that meets the varied needs of a group of learners. Differentiated instruction includes, but is not limited to varying the instructional strategies, groupings or materials and student assignments based on student skill levels, learning preferences and interest levels.

Dual DiscrepancyStudent performs below level demonstrated by peers AND demonstrates a learning rate substantially below peers. Special education is only considered when dual discrepancy, in response to validated instruction is found. Just because reading or math growth is low, it does not mean the student automatically receives special education services. (Fuchs)

Early InterveningEarly intervening in this context refers to catching problems early, while they are small. The term includes, but is not limited to, services for young children. (NASDSE)

EfficiencyA screening procedure must be brief as well as simple enough to be implemented reliably by teachers. (NRCLD)

English Language Proficiency Test -- A test of English language proficiency administered to English language learners upon their entry into the school system and annually during a testing window in the spring. The test measures a student’s English language ability in the areas of listening, speaking, reading, writing, and comprehension. Assessment results are used by the local school systems to make decisions as to each student’s participation in English for Speakers of Other Languages (ESOL) programs. The State uses ELPT assessment results when reporting information related to the English Language Proficiency Performance Targets/Annual Measurable Achievement Objectives (AMAOs); the AMAO for attainment of English proficiency and the AMAO for progress in learning English. The IEP team for a student with a disability who is also an English language learner shall decide the appropriate accommodation(s) at the IEP development or review meeting for the year in which the student is scheduled to take the ELPT and indicate the decision on the student's IEP. The student’s IEP team will forward recommended accommodations to the Building Assessment Counselor. Accommodations must be justified and documented in the student’s IEP.

Evaluation -- The process of gathering information in order to make good decisions. Evaluation is broader than testing, and includes both subjective (opinion) input and objective (fact) input. Forms of evaluation include memorization tests, portfolio assessment, and self-reflection.

Evaluation as it relates to Special Education Eligibility Determination -- The review of information from parents; existing data; and results of assessment procedures at a meeting of the IEP team and other qualified professionals, as appropriate, to determine whether a student has a

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disability, and the nature and extent of the special education and related services that the student needs.

Family -- A family includes recognized related and non-related members (i.e., siblings, grandparents, aunts/uncles, friends/neighbors) who contribute to a child’s learning in a significant way.

Fidelity -- Refers to two attributes, accuracy and consistency, to which instruction, intervention, screening, progress monitoring and/or other practices are implemented in comparison to the original design or evidence-based process. Unless the instructional practice and curriculum is delivered with high fidelity, one cannot determine the basis of a student’s learning difficulties.

Fidelity Measures -- While the interventions are designed, implemented, and assessed for their learner effectiveness, data on the fidelity of instruction is gathered. Fidelity measures assess whether the instructional methods and curriculum were used consistently and as they were intended. Staff members other than the classroom teacher have an important role in completing fidelity measures, which are usually an observational checklist of critical teaching behaviors or important intervention elements. (NRCLD)

Formative Assessment -- The goal of formative assessment is to gain an understanding of what students know (and don't know) in order to make responsive changes in teaching and learning. (Black and William)

Frequency -- Number of occurrences within a given time period (e.g., words read per minute).

Functional Behavior Assessment (FBA) -- The systematic process of gathering information to guide the development of an effective and efficient behavior intervention plan for the student’s identified problem behavior. An FBA includes the identification of the functions of the problem behavior for the student; a description of the problem behavior exhibited in the educational setting; and identification of environmental and other factors and settings that contribute to or predict the occurrence, nonoccurrence, and maintenance of the behavior over time.

High-Quality Classroom Instruction -- Academic and behavior instruction or intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students. (NASDSE) Students receive high-quality instruction in their general education setting. Before students are singled out for specific assistance, one has to have an assurance that the typical classroom instruction is of high quality. Instructional quality is indicated by several characteristics: e.g., personnel are appropriately and adequately prepared and trained, including having the knowledge and skills to serve children with disabilities (see [Sec.612(a)(14)(A)]); the choice of the curriculum; the instructional practices used: and comparison of students’ learning rates and achievement in different classrooms at the same grade level.(NRCLD)

Intervention -- An intervention is an educational practice, strategy, curriculum or program. (US Department of Education)

Language Assessment System (LAS) Links -- The English language proficiency test (ELPT) administered to English language learners upon entry into the school system and annually during a testing window in the spring. The test measures a student’s English language ability in the areas of listening, speaking, reading, writing, and comprehension. The IEP team for a student with a disability

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who is also an English language learner decides the appropriate accommodation(s) at the IEP development or review meeting for the year in which the student is scheduled to take the ELPT.

Learning Rate -- Learning rate refers to a student’s growth in achievement or behavior competencies over time compared to prior levels of performance and peer growth rates. (NASDSE)

Level of Performance -- Level of performance refers to a student’s relative standing on some dimension of academic or behavioral achievement/ performance compared to expected performance (either criterion or norm-referenced). (NASDSE)

English Language Learner -- An individual who does not speak English as his or her primary language and who has a limited ability to read, speak, write, or understand English).

Modification -- A practice or procedure that changes, lowers, or reduces learning expectations. Modifications can increase the gap between the achievement of students with disabilities and expectations for proficiency at a particular grade level. Using modifications may result in implications that could adversely affect students throughout their educational career.

Monitoring -- Assessment of academic and behavioral performance in order to evaluate the effectiveness of instruction and behavioral management.

Observation -- Technique used to gather formal/informal information about an individual student’s needs and achievements.

Outcome -- The ultimate, long-term, resulting effect-both expected and unexpected-of an educator's use or application of the instructional strategies. A content outcome describes what students should know and be able to do in particular subject areas. Student performance outcomes describe how and at what level students must demonstrate such knowledge and skills (2).

Outcome-based Learning – “Outcomes are clear, observable demonstrations of student learning that occur after a significant set of learning experiences. Typically, these demonstrations, or performances, reflect three areas: (1) what the student knows; (2) what the student can actually do with what he or she knows; and (3) the student’s confidence and motivation in carrying out the demonstration. A well-defined outcome will clearly define content or concepts and will be demonstrated through a well-defined process beginning with a directive or request such as ‘explain’, ‘organize’, ‘produce’.”

Performance Assessments -- Instruments that involve the comparison a learner’s behavior to an established guideline or rubric. The guidelines can be a single condition -- or complicated multi-page rubrics with carefully described levels of performance for each action or behavior.

Problem-Solving Approach (Individually Designed Instructional Package) -- Most schools currently have an existing form of a problem-solving team, such as a student instructional team (SIT), student study teams (SST) or building assistance team (BAT). The purpose of these teams is to develop an accommodation or modification plan for the instructional program in the general education classroom to support the targeted student, while simultaneously providing a positive effect on the

53

instructional program for all students. Under an RTI service-delivery system, these teams would adopt a problem-solving approach that is based on data and a continuing system of evaluation. Academic and behavioral problems need to be objectively defined, observed and measured directly in the general education classroom. The data collected are then analyzed, using information to develop hypotheses about the causes of the problem and the appropriate selection of evidence-based strategies to remedy them. As the interventions are implemented, the student’s progress is monitored at regular points in time. The team continues to meet to discuss the outcome data and determine whether the intervention is having its desired effect, whether the specific intervention needs to be revised or whether the student should be considered for further evaluation. (NRCLD)

Problem-Solving Model -- This construct addresses each student’s failure to respond to intervention and makes an individually tailored plan for the next level of instruction or support. It is essentially a case-by-case approach to addressing individual student’s unique needs. The problem-solving model relies on teacher assistance teams or instructional support teams already established in most schools.

Proficiency -- Ability to perform a specific behavior (e.g., task, learning objective) in accordance with the established performance standard in order to demonstrate mastery of the behavior.

Progress Monitoring -- Measuring student performance over time to illustrate whether the student is achieving appropriately to the instructional program being delivered.

Progress Monitoring During InterventionsSchool staff use progress-monitoring data to determine effectiveness of the intervention and to make any modifications as needed. Carefully defined data are collected, perhaps daily, to provide a cumulative record of the learner’s response to the intervention. (NRCLD)

Reliability -- Yielding comparable results each time. In assessments, reliability refers to consistency or achieving the same result on successive trials.

Research-based -- Based on multiple, systematic investigations, testing, and evaluation, designed to develop or contribute to generalizable knowledge.

Research-Based Instruction -- Classroom practices and the curriculum vary in their effect on academic and behavior outcomes. Thus, ensuring that the practices and curriculum have demonstrated their efficacy is important. If not, one cannot be confident that students’ limited achievement or failure to meet behavior expectations is independent of the classroom experiences. (NRCLD)

Research-Based Interventions -- When students’ screening results or progress monitoring results indicate a deficit, an appropriate instructional intervention is implemented, either a standardized treatment protocol or an individually designed instructional intervention. The standardized treatment protocols are the academic and behavior interventions that researchers have proven effective. School staff is expected to implement specific, research-based interventions to address the student’s difficulties. These interventions might include a “double-dose” of the classroom instruction or other instructional methods that are not adaptations of the current curriculum or accommodations. (NRCLD)

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Response to Intervention -- Response to intervention (RTI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities” (National Center on Response to Intervention).

Scaffolding -- An instructional process that involves identification of prerequisite skills that are needed for a student to achieve grade level standards. Scaffolds are temporary supports put in place by the teacher during instruction to build on existing knowledge and enhance a student’s opportunity for success. Scaffolds are removed as the student demonstrates increased proficiency in meeting grade level expectations.

Scientifically-Based Research -- Research involving the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs.

Screening -- A brief procedure used to identify a particular set of knowledge, skill or ability gaps in students. The purpose of the screening could be related to academic, behavioral, or health such as vision or scoliosis screenings are conducted as brief measures to judge whether further assessment or referral is needed.

Specific Learning Disability (SLD) -- A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. SLD includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. SLD does not include students who have learning problems which are primarily the result of visual, hearing, or motor impairments, mental retardation, emotional disturbance, or environmental, cultural, or economic disadvantage.

Stakeholders -- Individuals, groups and/or organizations having a legitimate interest or involvement in a student’s success (e.g., parents, teachers, school administrators, institutions of higher education, local businesses, local government etc.).

Standard Error of Measurement -- An estimate of the amount of error associated with an obtained score.

Standard-Protocol Approach -- Standardized protocols are academic and behavior interventions that researchers have validated as effective, meaning that the experimental applications were completed with the proper experimental and control groups to demonstrate that the interventions work. School staff are expected to implement specific research-based interventions to address the student’s difficulties. These interventions are not accommodations to existing curriculum; rather, they are instructional programs targeted to remediate a specific skill. Research for standard protocol interventions should specify the conditions under which the intervention has proven successful, including the number of minutes per day, the number of days per week, and the number of weeks (typically eight to 12) required for instruction with the intervention. Information about each research-

55

based intervention also should describe the specific skills addressed, where the instruction should be provided, who should provide the instruction and the materials used for instruction and assessing progress (adapted from Fuchs et al., 2003) (NRCLD)

Standardized Protocol Model -- Standardized protocols, or specific instructional programs, are developed and implemented using prescribed procedures for academic or behavioral problems at each stage of instruction. At each level of intervention, instruction is standardized, meaning that consistent instructional methods are implemented for a specific length of time. The procedures for teaching and assessing the performance and growth of the students who responded poorly to general class instruction are the same for all students in the small group.

Standards -- Agreed upon principles of protocol or broad expectations of what students should know, understand and be able to do at a particular grade level in a certain subject.

Standards and Indicators for School Improvement -- Kentucky’s Standards and Indicators for School Improvement, as incorporated into 703 KAR 5:120, consist of three standards (academic performance, learning environment, and efficiency) and eighty-eight indicators that define best practice for schools and districts

Tiered Instructional Delivery -- An approach for educational service delivery in which each tier represents an increased intensity of instructional and/or behavioral delivery that corresponds with a student’s needs. The implementation of this flexible interrelated instructional delivery approach provides a framework that includes appropriate curriculum, instruction and school organization that increases the likelihood of improved student achievement. Differentiation of instruction is critical to each of the tiers.

Universal Screening -- School or district-wide type of assessment of age appropriate critical academic and/or behavior skills to determine which students may be “at risk”. This feature focuses on specific criteria for judging the learning and achievement of all students, not only in academics but also in related behaviors (e.g., class attendance, tardiness, truancy, suspensions and disciplinary actions). Those criteria are applied in determining which students need closer monitoring or an intensive intervention. Screening is a type of assessment that is characterized by providing quick, low-cost, repeatable testing of age appropriate critical skills (e.g., identifying letters of the alphabet or reading a list of high frequency words) or behaviors (e.g., problem-solving and social interaction skills, tardiness). Universal screening, if administered at regular intervals throughout the year, would enable the ongoing evaluation of a student’s performance relative to his/her peers in the mastery of grade level expectations.

Validity -- Validity is an attribute of a score and refers to the accuracy with which a score represents a person’s knowledge, skills or abilities. In addition, validity refers to the meaning of a score or assessment result and may be influenced by content/theory, response processes, internal structure, relationships to other variables and assessment consequences.

Primary Sources

http://www.schoolpress.co http://www.schoolwisepress.com/smart/dict/dict.html

Special Education Dictionary, Edited by John W. Norlin, Esq., Julie J. Kline, Esq., and Amy E. Slater, Esq., LRP Publications 2007, Horsham, Pa 19044

56

http://www.schoolwisepress.com/smart/dict/dict.html

Appendix H

ResourcesAnd

Bibliography

ResourcesAIMSweb website http://www.aimsweb.com Center for Educational Networking www.cenmi.org

57

http://www.cenmi.org/

http://www.cenmi.org/

http://www.aimsweb.com/

Center on Instruction http://www.centeroninstruction.org/index.cfmColorado Dept. of Ed http://cde.state.co.us/cdegen/RTI.htmConnecting Curriculum, Instruction and Assessmenthttp://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Connecting+Curric

um+Instruction+and+Assessment/ Curriculum Based Measures (CBM) Warehouse www.intervention.orgDelaware Dept. of Ed. http://www.doe.k12.de.us/infosuites/staff/profdev/rti_docs.shtmlDIBELS website http://dibels.uoregon.edu Florida Reading Center-Torgesen/Wagner http://www.fcrr.org/Getting Started with Specific Learning Disabilities. (2006) http://www.nrcld.org/getting_started.shtmGood & Kaminski: DIBELS http://dibels.uoregon.edu/ http://www.dibelsassessment.com/Gary Germann and Mark Shinn AIMSWEB WWW.AIMSWEB.COM ; WWW.EDFORMATION.COMIDEA Partnership http://ideapartnership.org/index.cfm Institute of Educational Services What Works Clearinghouse http://www.ies.ed.gov/ncee/wwc/James Wright www.interventioncentral.orgKentucky Department of Education, A Guide to Kentucky System of Interventions; July, 2008Kentucky Department of Education; Kentucky System of Interventions: RTI in practice; PPT, Melissa FerrellKentucky Center for Instructional Discipline (kycid) http://kcid.org/ Kentucky Center for Mathematics http://www.kentuckymathematics.org/Kentucky Program of Studieshttp://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Program+of+Studies/

default.htm Kentucky Department of Education’s Standards and Indicators for School Improvement

http://education.ky.gov/KDE/Administrative+Resources/School+Improvement/Standards+and+Indicators+for+School+Improvement/

Maryland RTI www. maryland publicschools.org/ National Association of State Directors of Special Education http://nasdse.org National Center on Response to Intervention http://www.rti4success.org National Center on Student Progress Monitoring http://www.studentprogress.orgNational Research Center on Learning Disabilities www.nrcld.org National Center for Family and Community Web site Research Resources www.sedl.org/connections/research-syntheses.html Nebraska Department of Education http://www.rtinebraska.unl.edu/index.html. New Mexico RTI http://www.iris.peabody.vanderbilt.edu North Carolina RTI: http://www.ncpublicschools.org/ec/development/learning/responsiveness/rtimaterialsOregon: http://ode.state.or.us/search/page/?id=315 Pathway to Achievement: Universal Design for Learning (UDL)www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Universal+Design+for+Learning Recognition and Response: Pathways to School Success for Young Children http://www.recognitionandresponse.org/Research Institute on Progress Monitoring http://www.progressmonitoring.net/Response to Intervention: A Primer for Parents http://www.nasponline.org/resources/handouts/rtiprimer.pdfRTI Action Network http://www.rtinetwork.org/RtI Manual, SLD Handbook. (2006) National Research Center on Learning Disabilities -- http://www.nrcld.org The Iris Center at Vanderbilt University http://www.iris.peabody.vanderbilt.edu/US Department of Education’s Doing What Works http://updc.org/library/speducator/pdf/apr2006.pdf Utah’s Office of Education’s Three Tiered Model of Reading Instruction http://schools.utah.gov/sars/servicesinfo/pdfs/3-tierread.pdfVaughn-Gross Reading Center http://www.texasreading.org/utcrla/Vermont http://education.vermont.gov/new/html/pgm_sped/forms.htmlWashington http://www.k12.wa.us/RTI/default.aspx

58

http://www.k12.wa.us/RTI/default.aspx

http://education.vermont.gov/new/html/pgm_sped/forms.html

http://www.texasreading.org/utcrla/

http://schools.utah.gov/sars/servicesinfo/pdfs/3-tierread.pdf

http://www.schools.utah.gov/curr/lang_art/elem/Documents/TADocrevised5-23-07_000.pdf

http://updc.org/library/speducator/pdf/apr2006.pdf

http://dww.ed.gov/disclaimer.cfm?%5B/index.cfm?%5D

http://www.iris.peabody.vanderbilt.edu/

http://iris.peabody.vanderbilt.edu/index.html

http://www.nrcld.org/

http://www.rtinetwork.org/

http://www.rtinetwork.org/

http://www.nasponline.org/resources/handouts/rtiprimer.pdf

http://www.nasponline.org/resources/handouts/rtiprimer.pdf

http://www.progressmonitoring.net/

http://progressmonitoring.net/

http://www.recognitionandresponse.org/

http://www.recognitionandresponse.org/

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Universal+Design+for+Learning

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Universal+Design+for+Learning/

http://ode.state.or.us/search/page/?id=315

http://www.ncpublicschools.org/ec/development/learning/responsiveness/rtimaterials

http://www.iris.peabody.vanderbilt.edu/

http://www.rtinebraska.unl.edu/index.html

http://rtinebraska.unl.edu/index.html.

http://www.sedl.org/connections/research-syntheses.html

http://www.sedl.org/connections/research-syntheses.html



http://www.studentprogress.org/

http://www.studentprogress.org/

http://www.rti4success.org/


http://nasdse.org/

http://www.nasdse.org/

http://www.marylandpublicschools.org/



http://www.education.ky.gov/KDE/Administrative+Resources/School+Improvement/Standards+and+Indicators+for+School+Improvement/

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Program+of+Studies/default.htm

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Program+of+Studies/default.htm

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Program+of+Studies/

http://www.kentuckymathematics.org/

http://www.kentuckymathematics.org/

http://kcid.org/

http://www.kycid.org/

http://www.interventioncentral.org/

http://www.ies.ed.gov/ncee/wwc/

http://ies.ed.gov/ncee/wwc/

http://ideapartnership.org/index.cfm

http://www.ideapartnership.org/

http://www.edformation.com/


http://www.dibelsassessment.com/

http://dibels.uoregon.edu/

http://www.nrcld.org/getting_started.shtm

http://www.fcrr.org/


http://www.doe.k12.de.us/infosuites/staff/profdev/rti_docs.shtml

http://www.intervention.org/

http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Connecting+Curric%20um+Instruction+and+Assessment/

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Connecting+Curric%20um+Instruction+and+Assessment/

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Connecting+Curriculum+Instruction+and+Assessment/

http://cde.state.co.us/cdegen/RTI.htm

http://www.centeroninstruction.org/index.cfm

http://centeroninstruction.org/index.cfm

BibliographyBlythe, T. (2006). Response to intervention: Student Performance. Lexington, KY: Alliance for Systems Change/Mid-South Regional Resource Center.

Cortiella, C. (2006). A parent’s guide to response-to-intervention. Lawrence, KS: National Research Center for Learning Disabilities.

Echevarria, J., Vogt, M.E., & Short, D.(2000). Making content comprehensible for English language learners: The SIOP Model. Needham Heights, MA: Allyn and Bacon.

Edwards, P.A., & Klinger J.K. (2006). New Directions in Research Cultural considerations with Response to Intervention models, Reading Research Quarterly, 41, 108-117.

Esparza-Brown, J. & Doolittle, J. (2008). A Cultural, Linguistic and Ecological Framework for Response to Intervention with English language learners. National Center for Culturally Responsive Educational Systems.

Denton, C., Fletcher, J., Anthony, J. & Frances, D. J. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Learning Disabilities, 39(5), 447-466.

Fuchs, D. & Fuchs, L. (2005). Responsiveness-to-Intervention: A blueprint for practitioners, policymakers, and parents. Teaching Exceptional Children, 38(1). 57-61.

Fuchs, D. & McMaster, K.L. (in preparation). A critique of responsiveness-to-intervention as a method of learning disabilities identification. Focus on Exceptional Children.

Graden, Janet, PhD; Response to Intervention (RtI): A Comprehensive, School-wide Approach; (PowerPoint presentation; December 1, 2006; University of Cincinnati ([email protected]); Kentucky Association of School Administrators; http://www.kasa.org

Gersten, R., S.K. Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English language instruction for English learners in the elementary grades: A practice guide. (NCEE 2007-4011). Washington, DC: National Center for Education and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Hill, J.D., Flynn, K. M., (2006). Classroom Instruction that works with English Language Learner. Alexandria, VA: Association for Supervision and Curriculum Development.

Individuals with Disabilities Education Improvement Act of 2004 (Public Law 108-446).

JCPS ESL Program May 27, 2009: www.jefferson.kyschools.us

Kurns, S., Morrison, D., & Batsche, G. (December 2006). Response to intervention: Blueprints for Implementation at the State, District and Local Levels. Alexandria, VA: NASDSE Satellite Conference Series: Problem Solving and Response to Intervention.

Larson Dr. Nancy W.; Early Intervening Services (EIS) and Responsiveness to Intervention (RTI) PowerPoint Presentation; (Adapted from a presentation by the National Research Center on Learning Disabilities) (NRCLD); in collaboration with Dr. Daryl Mellard, National Research Center on Learning Disabilities, Minnesota Department of Education; http://mnase.org

59

http://mnase.org/

http://www.jefferson.kyschools.us/

http://www.kasa.org/

mailto:[email protected]

Lembke, Dr. Erica, INTERVENTIONS IN AN RTI MODEL, PowerPoint Presentation, University of Missouri, [email protected]; National Center on Response to Intervention; http://www.rti4success.org

LRP Publications, The Answer Book on RTI, 2007; www.lrp.com

National Association of State Directors of Special Education, Inc. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Oritz, A., & Vaughn, S. (2007). RTI Action Network; Response to Intervention in Reading for English language learners. www.rtinetwork.org/Learn/Diversity/ar/EnglishLanguage

RtI Manual, SLD Handbook. (2006) National Research Center on Learning Disabilities -- http://www.nrcld.org

U.S. Department of Education, Office of Special Education Programs. (January, 2007). Questions and answers on response to intervention (RTI) and early intervening services. Washington, DC.

U.S. Department of Education, Office of Special Education Programs. (2006). IDEA Regulations: Identification of Specific Learning Disabilities. Washington, DC: Author.

Witt, J. (2006, April). Core principles and essential components of RTI [PowerPoint presentation]. Presentation at the Response-to-Intervention Symposium, Austin, TX. http://www.centeroninstruction.org/files/CorePrinciplesAndEssentialComponentsOfRTI.pdf

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Although school personnel can design their own assessments, web-based tools for designing CBM materials are available via www.interventioncentral.org

AIMSweb website http://www.aimsweb.com DIBELS website http://dibels.uoregon.edu

International Campbell Collaboration www.campbellcollaboration.org The International Campbell Collaboration maintains an online registry of reviews of evidence-based social, behavioral, and educational interventions.

Promising Practices Network www.promisingpractices.net The Promising Practices Network website provides descriptions of research-supported programs for improving child, youth, and family outcomes.

What Works Clearinghouse www.w-w-c.org The What Works Clearinghouse website, developed by the U.S. Department of Education’s Institute for Education Science, provides educators with information about school-based practices supported by scientific evidence.

Reading Intervention Resources Although numerous resources are available to assist educators in providing evidence-based reading interventions, the following three websites are particularly useful.

Big Ideas in Beginning Reading www. reading.uoregon.edu The Big Ideas in Beginning Reading website provides descriptions of reading research and examples of interventions based on the five Big Ideas in reading (phonemic awareness, alphabetic principle, fluency with text, vocabulary, and comprehension) that have been identified by the National Reading Panel.

Vaughn Gross Center for Reading and Language Arts

60

http://www.reading.uoregon.edu/

http://www.w-w-c.org/

http://www.promisingpractices.net/

http://www.campbellcollaboration.org/



http://www.interventioncentral.org/

http://www.centeroninstruction.org/files/CorePrinciplesAndEssentialComponentsOfRTI.pdf


http://www.rtinetwork.org/Learn/Diversity/ar/EnglishLanguage

http://www.lrp.com/


mailto:[email protected]

www.texasreading.org The Vaughn Gross Center for Reading and Language Arts website includes information on 3-tier reading model.

Response To Intervention Wire: http://www.jimwrightonline.com/php/Responsetointervention/Responsetointervention_wire.php

National Clearinghouse for English Language Acquisition http://www.ncela.org http://www.ncela.gwu.edu/expert/glossary.html

TESOL (Teachers of English to Speakers of Other Languages) http://www.tesol.org

61

http://www.tesol.org/

http://www.ncela.gwu.edu/expert/glossary.html

http://www.ncela.org/

http://www.jimwrightonline.com/php/Responsetointervention/Responsetointervention_wire.php

http://www.texasreading.org/