response to intervention (rti) handbook and rti resources · upon conclusion of tier ii...

OASD RtI Handbook [1]

Response to Intervention (RtI)

Handbook

and

RtI Resources

August, 2012 Revised 9/20/17


Table of Contents

Response Intervention Overview (Tier 1, Tier 2, Tier 3)…………………………………………………….2

Response to Intervention Decision Rules……………………………………………………………………...3

OASD Reading Assessment: Purpose within an RtI Framework…………………………………………...4

Criteria for Eligibility of RtI Reading, Writing, and/or Math Services……..……………………………5-8

Kindergarten……………………………………………………………………………………………5

First Grade……………………………………………………………………………………………...6

Second Grade…………………………………………………………………………………………...7

Third Grade…………………………………………………………………………………………….7

Fourth Grade…………………………………………………………………………………………...7

Fifth Grade………………………………………………...……………………………………………8

Sixth Grade……………………………………………………………………………………………...8

Seventh Grade…………………………………………………………………………………………..8

Eighth Grade …………………………………………………………………….……………………..8

RtI Team Expectations………………………………………………………………………………………....9

RtI Teams: Tier II………………………………………………………………………...……………………11

Progress Monitoring……………………………………………………………………………………………12

STAR Quick Reference……...…………………………………………………………………………...…….13

Tier III Intensive Student Instruction………………………………………………………………………...14

Specific Learning Disability Criteria………………………………………………………………………….15

Elementary Reading & Math Universal Screeners and Intervention Cycles…..…………………………..16

Intermediate Reading & Math Universal Screeners and Intervention Cycles…..…………………………17

Parent Communication Letters……………………………………………………………………………18-20

Elementary PIE & Intermediate ASR………………………………………………………………………...21

EduClimber: Creating Intervention Groups .………………………………………………………………..22

EduClimber: Ending Interventions …………………………………………………………………………..23

Elementary 5K-4th Grade Intervention Chart…………………………………………………………….24-26

Intermediate 5th-8th Grade Intervention Chart……………………………………...……………………27-28

High School 9th-12th Grade Intervention Chart………………………………………………………………29

SLD Research Based Intervention Menu……………………………………………………………...…..30-32

Intervention Fidelity Chart………………………………………………………………………...……….33-34

Written Language Strategy Interventions.……………………………………………………………………35

Math Strategy Interventions…………………………………………………………………………………...36

Request Approval of a New Intervention………………………………...…………………………………...37

Frequently Asked Questions……………………………………...……………………………………………38


Response to Intervention (RtI) Overview

Core Principles of RtI

RtI is grounded in the belief that ALL students can learn and achieve high standards when provided with effective

teaching, research-based instruction, and access to a standards-based curriculum. A comprehensive system of tiered

interventions - gifted to remedial - is essential for addressing the full range of students’ academic and behavioral needs.

Collaboration among educators, families, and communities is the foundation of effective problem solving. On-going

academic and behavioral performance data should inform instructional decisions. Effective leadership at all levels is

crucial for RtI implementation.

RtI Model of Student Servicing Process

Tier 1 (Universal) Tier 2 (Selected) Tier 3 (Intensive) Universal instruction includes:

High quality curriculum and instruction

Clearly identified learning targets

Formative assessment that drives

instruction

Differentiation for multiple levels and

types of learning

Instruction through a culturally

responsive lens

Screening for all students three times a

year

A clearly defined set of behavioral

expectations

Universal instruction on expected

behaviors

Clear distinction between office vs. non-

office referrals

Clear and consistent documentation of

behavioral referrals

Teams:

Analyze the data from their screener at

least three times a year

Discuss and support each other in best

educational practices

Share strategies for classroom

management

Share differentiated lessons

When a child’s needs are not met

universally:

The instructor conferences with the

student

The instructor communicates with

parents/guardians

The instructor consults with previous

teachers, additional school personnel or

the special education case manager

The instructor reviews student’s

cumulative file

Accommodates and differentiates for the

student

Selected instruction includes:

Delivery of research based academic

interventions in small group in addition

to universal instruction (approximately

3-5 times a week)

Monitoring of student progress every

2x/week (w/lens of SLD consideration in

the future) based on the pre-determined

goal line

Delivery of small group behavioral

instruction 3-5 times a week (for PBIS

Schools)

Deliver interventions through a

culturally responsive lens

Teams:

Use results of screening data to

determine which student(s) would benefit

from diagnostic assessment

Determine students who would benefit

from small group intervention

Assign students to intervention groups

Review progress monitoring data on a

continual basis and use data to

determine the progress of student

learning or behavioral goals

Use systemic decision rules to determine

effectiveness of intervention option

When a child is struggling despite high

quality tier II intervention:

Discuss student needs and progress

through the RtI team process

Determine whether an intensive

intervention plan should be developed

Communicate with parent/guardian

Intensive instruction includes

An RtI team meeting is organized and

held

An individual intensive intervention plan

is developed including input from parent

and child that includes student goals and

goal line

Individual interventions are delivered

(approximately 4-5 times a week)

Progress is continuously monitored

weekly

Teams:

Team continually meets to review

progress

RtI team collects and analyzes progress

using slope of progress (rate of

progress) over time

Involve parents/guardians and child in

the development and analysis of plan

When a child is struggling despite

delivery of high quality, tier III,

research-based interventions:

It can been proven that the child is not

struggling due to a lack of instruction

Use intense, specific systemic

intervention options based on skill deficit

area(s)

Use systemic decision rules to determine

effectiveness of intensive intervention

plan and student progress

Determine next steps for student based

on data and documented interventions


Response to Intervention (RtI) Decision Rules

Universal

(Tier I)

Students will be screened in reading,

writing, math in fall, winter and spring

Students who enter school in-

between screenings will be

screened at the next interval

Delivery of the screener should

be done in accordance with the

intended instructions

All new staff members will be

trained on screening

administration prior to the first

screening timeframe

Instructors will

collaboratively analyze

student screening data no less

than two weeks after

screening results are available

Students who are in the 25th

percentile or lower, based on

their screening results, should be

considered for intervention

outside of universal setting

Students who fall in the upper 2

percentile, based on their

screening results, should be

considered for extension

interventions

Selected

(Tier II)

Decisions regarding intervention

effectiveness are an instructional team

decision, not based on individual analysis

RtI teams will set individual student slope

goals, when applicable, based on district

identified slopes and student expectations

Upon conclusion of tier II intervention

options, students will be assessed one month

later to determine if skill has transferred into

practice

Students must have received at

least 80% of the intended

interventions prior to decision-

making

Data for students receiving a tier

II intervention option will be

collected at least monthly and in

accordance with the

recommendations identified by

the district

Scientifically research or

evidence-based interventions

were delivered as intended

Intervention instruction was

delivered at least three times a

week for approximately 30 or

more minutes

RtI teams will analyze tier II

progress monitoring results at

least monthly

Intervention options will not

be considered effective or

ineffective prior to at least 6

weeks of instruction

If the four most recent

consecutive scores are all above

the goal line, and the student has

not met grade level

expectations, keep the current

intervention option and increase

the goal


consecutive scores are all below

the goal line, however student is

making progress, keep the

current goal and modify the

instruction


consecutive scores area all at the

goal line, maintain the current

goal and intervention option

If the six most recent


the goal line, consider tier III

intervention options

Intensive

(Tier III)

Decisions regarding intervention

effectiveness are an RtI team decision, not

based on individual analysis

Intensive RtI teams will set individual

student slope goals, when applicable, based

on district identified slopes and student

expectations

Upon conclusion of tier III intervention

options, students will be assessed every two

weeks for one month to ensure skill has

transferred into practice

Students must have received at

least 80% of the intended

interventions prior to decision-

making

Scientifically research or

evidence-based interventions

were delivered as intended, 4-5

times a week for approximately

30 or more minutes

Upon conclusion of the tier III

intensive intervention option, and

the two additional assessments,

the team will hold a meeting to

review the success of the

intensive intervention plan

RtI teams will analyze tier III

progress monitoring results at

least monthly

Intervention options will not

be considered effective or

ineffective prior to at least 6

weeks of instruction


consecutive scores are all above

the goal line, and the student has

not met grade level

expectations, keep the current

intervention option and increase

the goal


consecutive scores area all at the

goal line, maintain the current

goal and intervention option



the goal line, keep the current

goal and modify the instruction


OASD Reading Assessment Purpose within an RtI Framework

MAP Measures of Academic Progress (MAP) is our district Universal Screener that measures the growth of kindergarten through 8th grade students three times per year in reading and math. MAP monitors student progress throughout the school year. Through the analysis of MAP assessment data, students can be identified for potential math or reading interventions and extensions. The data can also help to determine classroom instruction by using the learning continuum of skills, student learning objectives, and school-wide building goals. Early Literacy Screener The OASD Early Literacy Screener is an assessment that is administered to 4K through 1st grade students. The Early Literacy Screener is administered in the fall and spring and can be used to identify students at risk of developing reading difficulties and who may benefit from a reading intervention. This assessment can also be used to monitor student progress, diagnose students’ literacy fundamentals, and assist in planning instruction. F&P The Fountas and Pinnell Benchmark Assessment System allows teachers to obtain students’ individual reading level when reading short texts. The F&P BAS also gives teachers specific information about students’ accuracy, comprehension, fluency, rate, self-reflection ratio, and the ability to write about reading. With this information, teachers have the ability to frame instruction to meet the needs of small groups of students and teach skills and strategies that moves students along the literacy continuum. The F&P is an on-going assessment tool to help understand when a student is ready to move into a new text level or text band. If a student is in need of a reading intervention, the F&P assessment can help identify which intervention would be most appropriate. In Oconomowoc Area School District, the F&P Benchmark Assessment is administered to all Kindergarten through 6th grade students in the spring, as well as throughout the school year as an ongoing assessment tool to help inform instruction. The F&P is administered to Kindergarten through 8th grade students who receive a reading intervention to monitor progress and ensure that specific reading needs are being targeted.


Criteria for Eligibility of RtI Reading, Writing, and/or Math Services Oconomowoc Area School District

Kindergarten

Reading The student must have a MAP score below the 25%ile &/or have an Early Literacy Screener summed score

lower than the expected benchmark. Three data points are required:

Early Literacy Screener

Fall Benchmark: Summed Score 30

Spring Benchmark: Summed Score

76

Below Benchmark in 2 of 6 subtests

OR <28 total points on PALS

Rhyme: Fall: 5/10 Mid-Year: 9-10

spring: 9/10

Beginning Sounds: Fall: 5/10 Mid-

Year: 9-10 spring: 9/10

Letter Sounds: Fall: 4/26 Mid-Year:

17-26 Spring: 21/26

Letter Recognition: Fall: 12/26 Mid-

Year: 23-26 Spring 24/26

Concept of Word: Fall: 4/12 (Pointing

and Word ID together) Mid-Year: None

Spring: 14/15

Fountas and Pinnell

Must meet 2 or the 3 Criteria

below:

Instructional Guided Reading

Level at least two levels

below district proficiency

Writing score 0-1

Fluency score 0-1

Blending/Segmenting:

Below Benchmark on both criteria

Blending 4/10

Segmenting 4/10

High Frequency Word List

Fall: 2/25

Winter: 10/25

Spring: 20/25

Writing

Three of the following data points are needed to qualify a student for a writing intervention.

On Demand Assessment

Scaled Score of 1 or 1.5

Classroom Writing Sample

A final “published” piece from a Unit of Study

scored using the rubric.


F&P Writing Score

Score of 0 or 1

Math Three of the following data points are needed to qualify a student for a math intervention.

MAP Math

Percentiles of 0-24 Common Assessments (Bridges Unit Tests)

At least half of the learning targets have a score of one

or two

AVMR below scaled score

benchmark (Students who score below

the 24%ile in MAP will have an

AVMR assessment administered if a

spring AVMR assessment was not

administered.)



First Grade

Reading

The student must have a MAP score below the 25%ile &/or have an Early Literacy Screener below benchmark in

either High Frequency or WTW Benchmark. Three data points are required:

Fountas and Pinnell: Must have an Instructional Guided Reading Level at least two levels below district proficiency. The

following items can also be used to triangulate reading data.

Writing score 0-1

Fluency score 0-1

Comprehension Score Limited Understanding

Early Literacy Screener

Below Benchmark in 2 of 6 subtests

High Frequency Word: (Fall) 10/25 (Winter) 15/25 (Spring) 20/25

Words Their Way: Fall-3: Late Emergent Spring- 6: Late Letter-Name Alphabet

Rhyme: Fall: 9/10 Mid-Year: 9/10 Spring: 10/10

Letter Sounds: Fall 21/24 Spring: 24/24

Letter Recognition: Fall: 24/26 Spring: 26/26

Concept of a Word: 15/15

Writing

Three of the following data points are needed to qualify a student for a writing intervention

On Demand

Assessment Scaled

Score of 1 or 1.5

Words Their Way: Fall-3: Late

Emergent Spring- 6: Late

Letter-Name Alphabet


A final “published” piece from

a Unit of Study scored using the

rubric. Scaled Score of 1 or 1.5

F&P Writing Score

(Instructional Level)

Score of 0 or 1

Math

Three of the following data points are needed to qualify a student for a math intervention.

MAP Math

Percentiles of 0-24

Common Assessments (Bridges Unit Tests)

At least half of the learning targets have a score of

one or two

AVMR below scaled score benchmark

(Students who score below the 24%ile in

MAP will have an AVMR assessment

administered if a spring AVMR

assessment was not administered.)



Second Grade

Reading

The student must have a MAP score below the 25%ile. Three data points are required:

Fountas and Pinnell: Must have an Instructional Guided Reading Level at least two levels below district proficiency. The following

items can also be used to triangulate reading data.

Writing score 0-1 Fluency score 0-1 Comprehension score: Limited Understanding

Words Their Way At least 2 below benchmark to serve as a data point.

2nd Grade Benchmarks:

Fall: 6- Late Letter-Name Alphabetic

Spring: 7- Early Within Word

Fluency Screener

Fall Benchmark (25%ile): 25

Winter Benchmark (25%ile): 42

Spring Benchmark (25%ile): 61

Writing


On Demand Assessment Scaled Score of 1 or 1.5

Words Their Way At least 2 below benchmark to serve as a

data point.

2nd Grade Benchmarks:

Fall: 6- Late Letter-Name

Alphabetic

Spring: 7- Early Within Word


A final “published” piece from a

Unit of Study scored using the

rubric. Scaled Score of 1 or 1.5

F&P Writing Score


Score of 0 or 1

Math

Three of the following data points are needed to qualify a student for a math intervention.

MAP Math

Percentiles of 0-24


At least half of the learning targets have a score of

one or two

AVMR below scaled score benchmark (Students

who score below the 24%ile in MAP will have an

AVMR assessment administered if a spring AVMR

assessment was not administered.)

Third & Fourth Grade

Reading The student must have a MAP score below the 25%ile. Three data points are required:

(4th Grade): Below Basic on the Wisconsin Forward Exam.

Fountas and Pinnell: Must have an Instructional Guided Reading

Level at least two levels below district proficiency. The following

items can also be used to triangulate reading data.

Writing score 0-1

Fluency score 0-1

Comprehension Score Unsatisfactory or Limited Understanding


3rd Grade Benchmarks:

Fall: 7: Early within word

Spring: 9-10 Late within

word/ early syllable affixes

4th Grade Benchmarks:

Fall: 9-10 Late within word/

early syllable affixes

Spring: 11 Mid syllable &

affixes

Writing



Scaled Score of 1 or 1.5 Classroom Writing Sample

A final “published” piece from a Unit of Study scored

using the rubric. Scaled Score of 1 or 1.5

F&P Writing Score


Score of 0 or 1


(4th Grade): Below Basic on the Wisconsin Forward Exam.

MAP Math

Percentiles of 0-24


At least half of the learning targets have a

score of one or two

AVMR below scaled score benchmark (Students who

score below the 24%ile in MAP will have an AVMR

assessment administered if a spring AVMR assessment

was not administered.)



Fifth & Sixth Grade

Reading The student must have a MAP score below the 25%ile. Three data points are required:

Below Basic on the Wisconsin Forward Exam.

Fountas and Pinnell: Must have an Instructional Guided

Reading Level at least two levels below district proficiency.

The following items can also be used to triangulate reading data.

Writing score 0-1 (as needed)

Fluency score 0-1

Comprehension Score Unsatisfactory or Limited

Understanding



Fall: 11 Middle syllable &

affixes

Spring: 12 Late syllable &

affixes


Fall12 Late syllable &

affixes

Spring: 13-14 Early-Mid

Derivational Relations

Writing Three of the following data points are needed to qualify a student for a writing intervention.




A final “published” piece from a Unit of Study scored

using the rubric. Scaled Score of 1 or 1.5

F&P Writing Score (as needed)


Score of 0 or 1



MAP Math

Percentiles of 0-24

Common Assessments (Bridges or CPM Unit

Tests) At least half of the learning targets have a score of

one or two

AVMR below scaled score benchmark

(Students who score below the 24%ile in

MAP will have an AVMR assessment

administered if a spring AVMR assessment

was not administered.)

Seventh & Eighth Grade

Reading In addition to a student’s MAP score below the 25%ile, two F&P components listed below will qualify a student for a reading

intervention:


Fountas and Pinnell: Must have an Instructional Guided Reading Level at least two levels below district proficiency. The

following items can also be used to triangulate reading data.

Writing score 0-1 (as needed)

Fluency score 0-1

Comprehension Score Unsatisfactory or Limited Understanding

Writing





A final “published” piece from a Unit of Study scored using

the rubric. Scaled Score of 1 or 1.5

F&P Writing Score (as needed)


Score of 0 or 1


MAP Math

Percentiles of 0-24

Below Basic on the Wisconsin Forward

Exam.

CPM Assessment Common Assessment

OASD RtI

Handbook [8]

Team Expectations

Grade Level/Department Team Expectations Team Members

Tier 1

Students will receive screening in reading, writing, math in fall, winter and

spring each year

After screening administration, grade-level/department teams will analyze

the results to identify students in need of further examination and/or

additional classroom supports/interventions

If students have been unsuccessful with Tier I instruction, team has option

to assign students to appropriate academic or social/emotional Tier II or

Tier III interventions through the RtI team process

Principal

School Psychologist

Reading Specialist (Literacy)

RtI Coordinator (if applicable)

Classroom Teachers

Tier 2

Using the diagnostic results, RtI teams will prioritize student needs and

identify which intervention option is appropriate for each student for that

intervention cycle

Once the intervention needs are determined, teams will match student(s) to

a designated intervention teacher

Teams will complete and send the Tier II or III Intervention Parent Letter

home

Intervention teachers will maintain intervention data and records (i.e.

attendance)

Teams will review progress monitoring information in data management

system from STAR or EasyCBM

RtI teams will use identified decision rules to determine effectiveness of

individual students receiving tier II and III interventions

RtI teams will initiate the tier III process for students who are not finding

success in tier II

Principal

School Psychologist

Reading Specialist (Literacy)

RtI Coordinator (if applicable)

Family Communication/Involvement

Our district RtI process is posted on the district website

Parents/guardians are informed of interventions being delivered at tiers II and III

Parents/guardians are notified of student progress on interventions /mid-point intervention and when intervention is

changing or discontinuing.

Students are a part of monitoring their own progress when age appropriate

Parents/guardians/students are provided ways in which to support student intervention needs at home


Tier I

Universal

Student

Instruction

Universal Design for Learning

"Student-Centered" Planning

Developing "Culture

for Learning"

Understanding by Design and Peer Feedback

Classroom Design


Tier II

Selected

Student

Instruction


RtI Teams

When a student is identified for intervention services…

Tier II

1. Using the assessment data, Grade Level/Department and/or

RtI Teams will prioritize student needs and identify

appropriate intervention options for each student

2. Teams will complete and send the Tier II Intervention Parent

Letter home

a. A copy of the letter is to be placed in each cumulative

file

3. Teams will review documented progress monitoring results at

least monthly

4. Teams will use identified decision rules to determine

effectiveness of tier II interventions (see OASD Criteria for

Eligibility)

5. Teams will initiate the tier III process for students who are

not achieving success in tier II, according to district decision

rules

6. Teams will inform parents of individual student progress each

time they analyze student progress in team meetings, using

the tier II progress monitoring parent letter

Intervention Teacher Expectations

1. Access appropriate interventions

2. Deliver interventions with fidelity

3. Document progress monitoring data

4. Document attendance (# of interventions received/# of interventions intended)


Progress Monitoring

Progress Monitoring = scientifically based practice used to assess students' academic

performance and evaluate the effectiveness of instruction. Progress monitoring can be

implemented with individual students or an entire class.

Tier I Progress Monitoring = Universal screening in reading, writing, math

Administered and analyzed three times a year.

Tier II Progress Monitoring = measures to indicate progress student is making based on

intervention delivery. Data collected at least two times per month (weekly if looking at

Special Education referral) during intervention delivery and up to a month after

conclusion of intervention.

Tier III Progress Monitoring = measures to indicate progress student is making based

on intervention delivery. Data collected at least weekly using a valid assessment tool.

Peer goal line = the slope same age peers would achieve from the beginning of the

intervention time to the end of the intervention time.

Student goal line = the slope the student would have to achieve to reach their same age

peers from the beginning of the intervention time to the end of intervention time.

Trend-line = the slope the student achieves throughout the intervention time. A slope is

considered most valid when there are nine or more data points.

Progress Monitoring Expectations

1. Intervention staff is expected to monitor progress of students at tier II at least two times per month, unless

the student may be considered for potential special education referral at some point. Then, weekly

progress monitoring is required.

2. Intervention staff is expected to monitor progress of students every week at tier III and RtI Teams analyze

the results once a month.

3. The RtI Team and school psychologist will calculate peer goal line and student goal line on each student

receiving intervention using the student information system / data system.

4. RtI Teams will analyze the slope trend-line for success.

Function of a probe vs. monitoring a specific intervention: A probe is a measure that is responsive to small changes in student performance aligned to the larger subject of reading or math. It is not

aligned to a specific intervention intentionally. It is an overall measure, not skill specific. However, work on a specific skill should

impact the overall performance in a subject area if it is effective for that student. Probes are intentionally wide in scope.

Many interventions also have their own monitoring system or data collection system. This is skill specific set on measuring outcomes

aligned specifically to the instructional style for that intervention. A student doing well in the intervention (according to its measures of

success) can predictably do better on a probe (like STAR or Easy CBM); however, if the skill specific work does not impact the student

performance or master of the subject of reading or math as a whole, it might not have the same effect.

Frequency of progress monitoring is up to the site unless the student is considered for a SE referral. The handbook gives guidance that

indicates progress monitoring at least 2x/month if not weekly. This is the best practice so that students are not stuck in interventions that

are not working for them. Do not rely on classroom performance to know that a student is improving as that has many factors that can

affect it beyond skill. Remember that if you choose not to progress monitor weekly, you will have to start data collection from the

current intervention for a period of time before intensifying. This will delay your referral by about 6 weeks.


STAR Quick Reference

Technical Instructional

WEBSITE: District S.T.A.R. website: https://hosted327.renlearn.com/147826/ LOGIN: Teacher Login: 7 letters of teacher last name, 1 letter of teacher first name Password: 1 letter of first name, 7 letters

of last name, #1 Student Login: 5 letters of student last name, 3 letters of first

name, 000 (could be 001, 002, 003, etc…) Password: abc *** If a student’s last name is not 5 letters long, a space(s) is needed Look up students’ login info by: users, view students, search by class or student name, passwords tab Teacher/Monitor Password: admin To stop a test: click stop test in right hand corner, select one of the following: resume later, stop test, cancel, enter “admin” password On an iPad: click Share button in upper left side of screen To restart a test: student logs in, teacher “admin” password, click start *** More description located: https://resources.renlearnrp.com/US/Manuals/SR/SRRPSoftwareManual.pdf (pages 48-53) TEST DIRECTIONS: Directions can be found: Choose assessment (reading, math, early literacy), Resources, Pretest Instructions REPORTS: Choose assessment, Choose reports, school, name of report CREATE GROUPS: Choose assessment

Screening, Progress Monitoring & Intervention, Choose your school,

Manage groups, create group, assign staff, select program/describe, save, add/remove students

PROGRESS MONITORING GOALS: Choose the assessment

Screening, Progress Monitoring & Intervention

Choose Progress Monitoring & Goals tab Choose school, Search for student, Click the student’s name, Add Goal, If student has taken more than one test, use Starting Test drop down list to choose a test.

TESTING ON iPAD Using the Safari Web

Browser go to:

https://hosted327.renlearn.com/147826/ If you would like to add this site as an “icon”on your home screen for easy access: go to the site, to the right of the URL address bar click on the box with the up arrow, choose add to home screen and then name it, and click add.

TESTING FREQUENCY: Initial: Test a student 3X within a week Tier 2: As needed on an individual basis ( w/lens of consideration of SLD criteria down the road) Tier 3: Weekly PROGRESS MONITORING GOALS: Choose the median ( middle) score of the three initial tests. Choose a “catch-up” goal. STAR NON-ENTERPRISE TEST: Students take the initial tests (3X in a week) with the 34 question STAR Enterprise test. After creating a progress monitoring goal for a student, the 25 question Non-Enterprise Test is given by default. STAR Early Literacy test is always 29 questions. STAR Reading vs. STAR Early Literacy: Students should take STAR Reading if:

they are in grades 1-12

have a 100 word reading vocabulary

identified as “Probable Readers” in STAR Early Literacy - found on Student Diagnostic Report or Instructional Planning Report

ESTIMATED ORAL FLUENCY Number of words read in one minute on grade level passage. Only available for grades 1-4 (Student Diagnostic Report) SCALED SCORES: STAR Reading (0-1400) Elementary: 0-500, Middle 500-900, High School 900-1200,STAR Math same as Reading, STAR Early Literacy (300-900) Student’s age multiplied by 100 REPORTS: Annual Progress Report: This report is used to get student’s

progress in comparison to the nationally norm referenced group. This report is used when looking at SLD criteria. Student Progress Monitoring Report: Plots a student’s scores

in relation to an individualized goal set by the teacher. It shows progress toward a goal and uses a trend line to show projected growth. It will help determine effectiveness of the intervention. Summary Report: Provides scores for all students in a group/class. ______________________________________________ NO SKYWARD DATA INPUT: STAR test results are automated to upload into eduCLIMBER. Beginning with 2016-2017 the RtI Skyward Portal will no longer be used and interventions will be recorded in eduCLIMBER.

https://hosted327.renlearn.com/147826/

https://resources.renlearnrp.com/US/Manuals/SR/SRRPSoftwareManual.pdf

https://resources.renlearnrp.com/US/Manuals/SR/SRRPSoftwareManual.pdf

https://hosted327.renlearn.com/147826/


Tier III

Intensive Student Instruction

Development of a Tier III Intensive Intervention Plan:

Tier III problem-solving is an RtI team approach through which students with significant needs are

identified. Measurable intensive options are collaboratively planned and continuously reviewed to

analyze student progress.

Who develops the Tier III Intensive Intervention Plan?

The RtI team with other stakeholders including parent and child (when appropriate).

When are Tier III Intensive Intervention Plans developed? The intervention plans are developed during designated RtI team meetings.

Why would one develop a Tier III Intensive Intervention Plan?

Our staff members develop Tier III Intensive Intervention Plans when an individual student is

experiencing academic, social, emotional or behavioral situations that require an individual plan to be

developed that will provide a structure for student success.

Situations may include, but are not limited to:

When tier II interventions have been tried and progress monitoring data indicates a need for

more intensive intervening

Failing multiple classes

Marked change in behavior or performance

Continuous attendance issues

Significant difficulty with organization and assignment completion

Significant deficit in reading, writing or math, as indicated by screening results, benchmark data

or essential outcome mastery

Social or emotional disruption

Student is performing significantly above grade level

An RtI team should be initiated when basic skill levels are extremely low, Tier II interventions have

been tried without success, or an instructor has tried multiple approaches to assist a student without

success and feel they would benefit from collaborating with an RtI team.

Tier III Expectations

The tier III RtI team process is a problem-solving approach to address individual student needs for those

who have not progressed through tier I and/or tier II instruction. It is not to be viewed as a pre-special

education referral process.

Tier III is an intensive intervention selected based on diagnostically specific skill-deficit identification.

Instruction is delivered in a one-on-one or no more than a 1:3 student ratio. Intervention is delivered

with fidelity 4-5 days a week for thirty minutes a session. Progress monitoring will occur weekly

through probes using progress monitoring tools. RtI teams will review the progress monitoring data

monthly.


Specific Learning Disability Criteria

The intention of Tier III interventions is not to automatically move to a special education referral, but to

ensure that the student is not struggling due to a lack of valid instruction. In order for a referral for SLD

to be made by an educator, it is mandatory that the following procedures be in place:

SLD Criteria

1. The median of three data points (a valid assessment given three times) is used as a baseline measure

of a student’s present level of performance

2. The RtI team will analyze where the student’s same age peers are at in regard to their and determine

the slope the child will need to have to reach their peers. If the slope is unreasonable, the RtI team

will set a reasonable slope goal for that child.

3. The team will use assessment results from the diagnostician to determine intervention need

4. When the child is receiving interventions the following will occur:

Student will be in a group with no more than two other students

Only a certified teacher will deliver the intervention

Only scientifically, research or evidence based interventions will be used

Student will receive at least 80% of intended interventions

Data will be collected at least weekly using a valid progress monitoring assessment

Interventions will be delivered 4-5 times a week

An “observer” will watch one intervention being delivered to ensure it was delivered using

the intended process

Nine data points will be collected per intervention cycle, two cycles will be delivered

5. The RtI team will review the progress monitoring data at least monthly

6. If all of the above criteria has been met, the student may be considered for special education

placement if one of the following occur:

The student’s slope has flat-lined or has decreased

The student has a high rate of progress (slope), however they will not reach their same age

peers in any reasonable time

The student’s rate of progress (slope) is higher than that of the same age peers, however the

school cannot maintain the intensity of intervening within a regular education setting

The SLD Categories (to be followed when student concerns are in one or more of the following areas):

Oral expression

Listening comprehension

Written expression

Basic reading skill

Reading fluency skills

Reading comprehension

Mathematics calculation

Mathematics problem solving


Elementary Reading and Math Universal Screening and Intervention Schedule

RtI Assessments RtI Assessment FALL Winter SPRING

Universal Screener

MAP

Early Lit Screener

(See annual OASD

Assessment

Calendar for

specific assessment

window dates)

MAP (K-8)

Early Lit. Screener (4K-1)

MAP (K-8)

Early Lit. Screener: Not

Administered

MAP (K-8)

Early Lit. Screener (4K-1)

Formative

Assessments

F&P (Reading)

(See annual OASD

Assessment

Calendar for

specific assessment

window dates)

F&P

5K: All students in the

Fall for the purpose of

understanding our students

benchmark reading level

(new students & students

who teachers need more

information on to confirm

an intervention

recommendation from

spring)

F&P:

Winter Window Given to students who were

in a fall intervention to

assess progress or students

who a teacher is concerned

about regarding reading

progress K-8

F&P:

Spring Window

All Students K-6: It is

recommended that our most

struggling readers are

assessed near the end of the

spring window

Intervention Cycles See annual OASD Intervention Schedule that accompanies the OASD Assessment Calendar.

Intervention

Cycle

Round 1 Round 2

Intervention

Dates

Late September/Early October - December (5K: start date will be determined following the

collection of Fall data)

Winter - Spring

Exclusions Intervention (PIE K-4 will occur 4 days per week.)

Intervention

Criteria

See OASD Criteria for Eligibility of RtI Reading,

Writing, and/or Math Services charts. See OASD Criteria for Eligibility of RtI Reading,

Writing, and/or Math Services charts.

Notes All New to OASD students should have an F&P given during the first week if possible to

determine benchmark reading level.

If a teacher is using F&P for their SLO, it is suggested that the F&P be administered for the

subgroup being targeted.

Progress

Monitoring Scheduled (Mid-Point Check and Communication

home) Scheduled (Mid-Point Check and Communication

home)

Interim Intervention Periods: Opportunities to run intervention

groups outside intervention sessions for the purpose of supporting

struggling students


Intermediate Reading and Math Universal Screening and Intervention Schedule

RtI Assessments RtI Assessments Fall Winter Spring

Universal Screener MAP (Reading and Math Only)

(See annual OASD

Assessment Calendar for

specific assessment

window dates)

MAP (K-8)

MAP (K-8)

MAP (K-8)

Formative Assessment

F&P (Reading)

(See annual OASD

Assessment Calendar

for specific assessment

window dates)

F&P: 5th & 6th Grade: All new

students and students who

teachers need more

information on to confirm an

intervention recommendation

from spring (4th grade

placement)

7th & 8th Grade: New students

who fell below the 24%ile on

previous spring or current fall

MAP assessment)

F&P:

Winter Window Administered only to

students who were/are in

a trimester 1 &/or 2

intervention to assess

progress

F&P:

Spring Window All Students 5th and 6th grade for

purposes of spring to spring

growth and intervention

recommendation in the fall

7th and 8th grade

Only students who received a

spring intervention

Formative Assessment

On-Demand (Writing)

Administered as a formative assessment strategy. - OASD Teaching and Learning administrators recommend all 5-8 teachers utilize on-

demand assessments (pre and post) as instructional strategies to support student

learning, as stated in the writing units of study texts (“assessment portion of getting

started, as well as the Writing Pathways text)

- It is recommended that teachers continue to infuse writing into content areas and share

instructional responsibility, utilizing on-demand writing samples when providing

actionable feedback to students in science, social studies and other content areas (ie.

Health)

Intervention Cycles See annual OASD Intervention Schedule that accompanies the OASD Assessment Calendar.

Intervention

Cycle

First Trimester Second Trimester Third Trimester

Intervention

Dates Fall/Winter Winter

Winter/Spring

Intervention

Criteria

See OASD Criteria for Eligibility of

RtI Reading, Writing, and/or Math

Services charts.

See OASD Criteria for Eligibility

of RtI Reading, Writing, and/or

Math Services charts.

See OASD Criteria for Eligibility of

RtI Reading, Writing, and/or Math

Services charts.

Notes 5th & 6th Grade: All New to OASD students should have an F&P given during the first week if possible to determine

benchmark reading level

7th & 8th Grade: All new to OASD students should have an F&P within the first week if possible if their spring MAP

score fell below the 24%ile.

Progress

Monitoring No formal check point Scheduled (Mid-Point Check

and Communication home) Scheduled (Mid-Point Check and

Communication home)


Parent Communication Letters

Parent Letter Introducing Tier II and Tier III Intervention Information completed by RtI Team and

signed by principal. Given to parents prior to beginning of intervention start date.

Progress Monitoring Tier II and Tier III Parent Letter Information completed by RtI Team and

Interventionist and signed by principal. Given to parents’ midway through the intervention. See annual

OASD Intervention Schedule.

End of Intervention Parent Letter Tier II and Tier III Information completed by RtI Team and

Interventionist and signed by principal. Given to parents’ at the conclusion of the intervention.


Date:

Dear Parent/Guardian:

Oconomowoc Area School district staff members are pleased to provide additional interventions and

support for students in the areas of reading, writing, and mathematics. The purpose of the intervention

programming is to improve educational opportunities by providing additional instruction to help each

child achieve success in the regular classroom.

Your child, _______________________________, has been selected to receive intervention services.

Instruction will be provided by an intervention staff member in a small group setting. The intervention

instruction will be in addition to the direct instruction that will be provided by the classroom teacher.

Based on recent assessment information, your child will be receiving intervention support to address the

following academic and/or behavioral need(s).

(Insert areas of intervention from the list of Potential Academic Intervention Categories)

Interventions take place over a six to ten week period, and we periodically assess student progress along

the way. We will be communicating progress to you at the end of the intervention session and would be

happy to talk with you about how your child is progressing at any time.

To discuss your child’s progress please feel free to contact ____________________ via email at

__________________________________________ or phone at _________________________.

We appreciate your partnership in the education of your child.

Sincerely,

Principal


Date:

Dear Parent/Guardian:

Oconomowoc Area School district staff members are pleased to provide additional interventions and support for

students in the areas of reading, writing, and mathematics. The purpose of the intervention programming is to

improve educational opportunities by providing additional instruction to help each child achieve success in the

regular classroom.

Over the past few weeks, your child, ______________________________, has been receiving intervention

services by an intervention staff member in a small group setting in addition to the direct instruction provided

by his or her classroom teacher.

Our staff members have been monitoring and assessing your child’s performance related to the targeted

intervention. The data thus far supports the follow results.

(Provide summary of data/results. Additional assessment information may be attached as needed. i.e.

STAR results)

To discuss your child’s progress please feel free to contact ____________________ via email at

___________________________________________ or phone at ________________________.

We appreciate your partnership in the education of your child.

Sincerely,

Principal


PIE (Practice, Intervention, Enrichment) Elementary

ASR (All School Read) Intermediate

What is PIE?

An opportunity for extra Practice, Enrichment, or Intervention outside of tier 1 instruction

Embedded into the schedule for K-4th grade classrooms

4 days per week for 30 minutes

Allows for double or triple dose

What is ASR?

An opportunity for extra Practice, Enrichment, or Intervention outside of tier 1 instruction

Embedded into the schedule for 5th-8th grade classrooms

5 days per week for 30 minutes

Allows for double or triple dose

Benefits of PIE & ASR

An embedded PIE time will help to organize schedules for those providing the interventions and

enrichment to maximize our time with kids.

Equity – we will have a district wide systematic plan for staffing interventions

A more pure double dose versus pull-out

Service all students with practice and enrichment

Staffing PIE & ASR

During organizational meetings and common planning, discussions will take place about who needs

intervention, practice, and enrichment

What PIE Looks Like

Classroom Approach:

o Classroom teachers organize practice and enrichment activities for Tier 1 students

o Classroom teachers can pull small groups to provide Tier 2 (moderate, short-term) interventions

o Other staff push in for Tier 2 interventions

o Tier 3 (intense, long-term) interventions are provided as pull-outs or push-ins either in place of

Tier 2 during PIE or in addition to Tier 2 as a second intervention

Grade Level Approach:

o Students are re-grouped across a grade level to form tiered groups

o Tier 1: provided enrichment by one or more classroom teacher or other personnel

o Tier 2: provided interventions by other classroom teachers, interventionists, literacy coach, or

other qualified personnel

o Tier 3: provided interventions by clinical specialists either in place of Tier 2 during PIE or in

addition to Tier 2 as a second intervention

Practice Group Examples

Math Facts Practice EVM Games Writing conventions Word Work

Reading Fluency MAP Skills Book/reading clubs Skills requiring automaticity

Strategy group Interactive Read

Aloud

Reader’s Theater Skills not mastered during

previous grade levels


EduClimber Entry: Creating Intervention Groups

1. From the dashboard

a. Click Create Intervention

2. From a data wall

a. Click on Intervention Creator (on the right side of the screen)

3. Follow the intervention wizard

a. Name the intervention plan

b. Select the intervention

c. When it will be implemented

i. Days of the week, start and end dates

d. Who will be implementing

e. What measures will be used to monitor (STAR)

f. What days will the measure be given

g. Who will administer the assessment

h. When the progress of the intervention will be analyzed


EduClimber: Ending Interventions When a student ends an intervention either because they no longer need to receive services or are changing interventions

you will want to end their current intervention.

Step 1:

Go to

student’s

intervention

plan details

and find the

end date.

Step 2:

Double click

on the end

date and

change it to

the date the

intervention

ended.

You will see that the student’s name will be “grayed out”.

**** Do not click on the red x unless you want to delete all record of that student’s intervention.

IF you want to then add that student to an existing intervention group:

You would

search/find the

existing intervention

and click on add

student, make sure

you are linking the

intervention to the

STAR monitoring

probe - just check the

Progress Monitoring

chart and modify to

make sure it is linked

to STAR.


Grades 5K-4 Chart of Interventions

Grades 5K-4; Tier II

Intervention Targeted Needs

Description

LLI (Leveled Literacy

Intervention)

Orange System

(Kindergarten; Levels A-C)

Green System (1st Grade;

Levels A-J)

Blue System: (2nd Grade;

Levels C-N)

Red System: (3rd Grade;

Levels L-Q)

(Balanced Literacy) Phonemic Awareness, Phonics, Decoding, Fluency,

Comprehension

The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group,

supplementary intervention program designed to help teachers provide powerful, daily,

small-group instruction for the lowest achieving children in the early grades.

LLI is designed to be used with small groups of young children who need intensive support

to achieve grade-level competency. Participants include low-achieving children who are not

receiving another supplementary intervention.

Guided Reading Plus (Interventions that Work:

Guided Reading Plus)

(Literacy) Phonics, Decoding, Fluency, Comprehension,

Writing about Reading

Guided Reading Plus groups are for children in grades 1-3 who are at the early through

transitional stages of reading and writing, but are lagging behind the average reader in their

classrooms. Guided Reading Plus Groups emphasize problem-solving strategies,

comprehension, fluency, word-solving strategies, and reading and writing links during

guided reading, word building activities, and shared writing.

Jolly Phonics (Literacy) Phonemic Awareness, Phonics

Jolly Phonics is child-centered approach to teaching literacy through synthetic phonics.

With actions for each of the 42 letter sounds, the multi-sensory method is very motivating

for children and teachers, who can see their students achieve.

Read Naturally (Levels

1.0-4.5)

(Literacy) Fluency, Comprehension

Read Naturally enables a student to work on fluency, vocabulary, and comprehension at his

or her own pace in an appropriate level of material. The student masters each story by

reading along with a recording of a fluent reader and then practicing the story until he or

she is able to read it accurately and reach his or her goal. The student gains confidence by

tracking the progress from the initial reading to the final reading of each story.

Reading Mastery

(Literacy) Phonemic Awareness, phonics, fluency, vocabulary, comprehension Reading Mastery Signature Edition uses the highly explicit, systematic approach of Direct

Instruction to accelerate reading and help students achieve a high rate of success. Three

strands address Reading, Language Arts, and Literature through a common instructional

design that helps students learn more efficiently.

Step Up to Writing

(Writing) Every Step Up to Writing® strategy is now built to support specific standards in

the areas of writing, vocabulary, language, reading, and speaking & listening. There is a

focus on the specific text types emphasized in state standards—informative/explanatory,

argument, and narrative writing. There is explicit focus is placed on supporting students in

producing organized, clear, and coherent writing

Number Worlds

(Math) Number Worlds provides instruction for students who are one to two grade levels behind

their peers in mathematics. Lessons are designed to take 45-60 minutes. It is highly

recommended that intervention students spend at least one hour daily using Number


5K Kit, First Grade Kit, 2nd

Grade Kit, 3rd Grade Kit, 4th

Grade Kit

Worlds, which can be taught in addition to regular math instruction. Because of the range of

student proficiency, each level in Number Worlds may provide appropriate intervention for

students in different grade levels. Using the Placement Test in Assessment combined with

the Number Knowledge Test will effectively place students in the appropriate level and

unit.

Add+Vantage MR (Math)

A group delivery model of 3-4 students for the concepts Math Recovery cover.

AVMR and MR strive to increase student performance in basic arithmetic skill

through intensive, individualized instruction. Course 1 AVMR supports strategy

and skill development for addition and subtraction, number sequence, numerical

identification, and structuring numbers. Course 2 AVMR supports strategy and

skill development for conceptual place value and multiplication and division.

Grades 5K-4; Tier III


SRA Decoding- Corrective

Reading/ Decoding Level A: Word Attack Basics

Levels B1 and B2: Decoding

Strategies

Level C: Skill Application

(Literacy) Decoding, Fluency Corrective Reading provides intensive direct instruction-based reading intervention

for students in Grades 3–Adult who are reading below grade level. This Direct

Instruction reading intervention program delivers tightly sequenced, carefully

planned lessons that give struggling students the structure and practice necessary to

become skilled, fluent readers and better learners. Four levels for address the varied

reading deficits and skill levels found among older students.

Wilson Reading- Just

Words

4th Grade

(Literacy) Decoding, Fluency, Comprehension, Writing Just Words® is a highly explicit, multisensory decoding and spelling program for

students in grades 4–12 and adults who have mild to moderate gaps in their decoding

and spelling proficiency but do not require intensive intervention. The program is

designed for students with below-average decoding and spelling scores and should

be combined with other literature-rich programs.

Just Words aligns with a school or district’s Multi-tiered System of Supports

(MTSS) or Response to Intervention (RTI) framework of instruction by delivering

a Tier 2 intervention addressing a sophisticated study of word structure with explicit

teaching of “how English works” for both decoding and spelling automaticity. It is

designed for students who can benefit from the targeted word study focus without

requiring the more comprehensive intervention of the Wilson Reading System®.

Fundations

K-3

(Reading) Phonemic Awareness, Phonics-Word Study, Fluency, Vocabulary Fundations is for at-risk students in need of strategic intervention and conducted in a

small group setting. Fundations is a multisensory, structured language program.

SRA Math- Connecting

Math Concepts Levels A-C

(Math) Connecting Math Concepts introduces ideas gradually and teaches students the

connections between concepts. Focusing on the big ideas of mathematics,

Connecting Math Concepts teaches explicit strategies that enable students to master

difficult ideas such as ratios, proportions, probability, functions, and data analysis.

Detailed explanations and guided practice move students toward independent work,

ensuring that students gain success and confidence as mathematical thinkers.


Math Recovery (Math) Intensive intervention where a Math Recovery teacher works one-on-one

with a student. Math Recovery uses a sequence of assessments to support specific

and individualized instruction based on student need in the areas of adding and

subtracting, number word sentences, naming numerals, sequencing numerals,

combing and partitioning numbers to 10 and 20, spatial patterns and subitizing, basic

five strategies, understanding of the tens and ones structure of the numeration

system, part-whole construction of numbers, and flexible mental computation and

the ability to apply mathematics in novel contexts.


Grades 5-8 Chart of Interventions

Grades 5-8; Tier II


LLI (Leveled

Literacy Intervention)

Red System (3rd Grade; Levels L-Q)

Gold System (4th Grade; Levels O-T)

Purple System (5th Grade; Levels R-W)

(Balanced Literacy) Phonemic Awareness, Phonics, Decoding, Fluency,

Comprehension The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group,

supplementary intervention program designed to help teachers provide powerful, daily, small-

group instruction for the lowest achieving children in the early grades.

LLI is designed to be used with small groups of young children who need intensive support to

achieve grade-level competency.

Participants include low-achieving children who are not receiving another supplementary

intervention.

Read Naturally (Levels 1.0-4.5)

(Literacy) Fluency, Comprehension Read Naturally enables a student to work on fluency, vocabulary, and comprehension at his or

her own pace in an appropriate level of material. The student masters each story by reading along

with a recording of a fluent reader and then practicing the story until he or she is able to read it

accurately and reach his or her goal. The student gains confidence by tracking the progress from

the initial reading to the final reading of each story.

Step Up to

Writing

(Writing) Every Step Up to Writing® strategy is now built to support specific standards in the

areas of writing, vocabulary, language, reading, and speaking & listening. There is a focus on the

specific text types emphasized in state standards—informative/explanatory, argument, and

narrative writing. There is explicit focus is placed on supporting students in

producing organized, clear, and coherent writing

Self-Regulated

Strategy

Development

(Writing) Strategies taught designed to help simplify and organize the complex tasks of planning,

generating, and revising text. The six strategies include: Develop background knowledge,

Discuss, Model, Memorize, Support, Independent Performance.

Lexia TBD

Number Worlds

Kits: F, G, H, I

(Math) Number Worlds provides instruction for students who are one to two grade levels behind their

peers in mathematics. Lessons are designed to take 45-60 minutes. It is highly recommended that

intervention students spend at least one hour daily using Number Worlds, which can be taught in

addition to regular math instruction. Because of the range of student proficiency, each level in

Number Worlds may provide appropriate intervention for students in different grade levels.

Using the Placement Test in Assessment combined with the Number Knowledge Test will

effectively place students in the appropriate level and unit.

ALEKS Assessment and

Learning in

Knowledge Spaces

(Math) ALEKS is a Web-based, artificially intelligent assessment and learning system. ALEKS uses

adaptive questioning to quickly and accurately determine exactly what a student knows and

doesn't know in a course. ALEKS then instructs the student on the topics she is most ready to

learn. As a student works through a course, ALEKS periodically reassesses the student to ensure

that topics learned are also retained. ALEKS courses are very complete in their topic coverage

and ALEKS avoids multiple-choice questions. A student who shows a high level of mastery of an

ALEKS course will be successful in the actual course he/she is taking.


Grades 5-8; Tier III


Wilson Reading-

Just Words

(Literacy) Decoding, Fluency, Comprehension, Writing

The Wilson Reading System® (WRS) is a research-based reading and writing program. It

is the flagship program of Wilson Language Training. Based on Orton-Gillingham

principles, WRS is a highly structured remedial program that directly teaches the structure

of the language to even the most challenged readers: students (grade 2 and beyond) and

adults who have been unable to learn with other teaching strategies or who may require

multisensory language instruction.

SRA Corrective

Math

(Math) Addition, Subtraction, Multiplication, Division, Basic Fractions, Fractions,

Decimals and Percents, Ratios and Equations

Corrective Mathematics provides intensive support for students who have difficulty with

mathematics. The series is organized into seven strategic modules that provide teacher-

directed instruction on critical skills and concepts which struggling students often fail to

grasp.


Grades 9-12 Chart of Interventions

Tier II and III Grades 9-12; Tier II


Read 180

(Balanced Literacy) Decoding, Fluency, Comprehension

READ 180 is a comprehensive system of curriculum, instruction, assessment, and

professional development proven to raise reading achievement for struggling readers in

grades 4–12+. Designed for any student reading two or more years below grade-level,

READ 180 leverages adaptive technology to individualize instruction for students and

provide powerful data for differentiation to teachers.

ALEKS Assessment and

Learning in

Knowledge Spaces

(Math)

ALEKS is a Web-based, artificially intelligent assessment and learning system. ALEKS

uses adaptive questioning to quickly and accurately determine exactly what a student

knows and doesn't know in a course. ALEKS then instructs the student on the topics she is

most ready to learn. As a student works through a course, ALEKS periodically reassesses

the student to ensure that topics learned are also retained. ALEKS courses are very

complete in their topic coverage and ALEKS avoids multiple-choice questions. A student

who shows a high level of mastery of an ALEKS course will be successful in the actual

course he/she is taking.

Grades 9-12; Tier III

Intervention Targeted Needs Skyward

Code

SRA

Corrective

Math

(Math) Addition, Subtraction, Multiplication, Division, Basic Fractions,

Fractions, Decimals and Percents, Ratios and Equations

Corrective Mathematics provides intensive support for students who

have difficulty with mathematics. The series is organized into seven

strategic modules that provide teacher-directed instruction on critical

skills and concepts which struggling students often fail to grasp.

CRM

SRA

Corrective

Reading

(Reading) Corrective Reading provides intensive direct instruction-based reading

intervention for students in Grades 3–Adult who are reading below grade level.

This Direct Instruction reading intervention program delivers tightly sequenced,

carefully planned lessons that give struggling students the structure and practice

necessary to become skilled, fluent readers and better learners. Four levels for

address the varied reading deficits and skill levels found among older students.


SLD Research Based Intervention Menu

Tier II and III Interventions (Two researched based interventions are needed in each area of SLD consideration.

Interventions can be one Tier II and one Tier III intervention.)

Universal Assumption: Readers and Writers Workshop is differentiated to meet the needs of all learners as

a universal level of instruction

Oral Expression

syntactic, pragmatic,

semantic and

phonological language

structures. Expressing

ideas, explaining

thinking, retelling stories,

categorizing and

comparing and

contrasting concepts,

make references, problem

solve verbally

II (5K4) + Readers/Writers Workshop, small targeted skill grouping

III (5K4) + Readers/Writers Workshop, small targeted skill and 1:1,

increased frequency

II (58) + Readers/Writers Workshop, small targeted skill grouping

III (58) + Readers/Writers Workshop, small targeted skill and 1:1, increased

frequency

+components of LLI may also cover this area

+see DPI strategy bank for further/additional intervention

II (912) Read 180

Listening

Comprehension

understanding explicit

meaning of words and

sentences, including

following directions,

comprehending questions,

listening and

comprehending in order to

learn (auditory attention,

auditory memory and

auditory perception). Also

includes the ability to

connect to previous

learning

II (5K4) + LLI, guided reading +, Read Naturally small group

III (5K4) + Read Naturally 1:1, LLI paired with Readers Workshop 1:1,

increased frequency

II (58) Read Naturally

III (58) Just Words

II (912) Read 180




Written Expression

communication of

ideas, thoughts, feelings,

required skills include

using oral language,

thought, grammar, text

fluency, sentence

construction and

planning, to produce a

written product.

Spelling difficulties alone

cannot be considered in

SLD qualification alone

II (5K4) Read Naturally, Words their Way, Grammar Fundamentals, small

and intensive groups

III (5K4) Read Naturally, Words their Way,1:1 and increasing in frequency

II (58) Read Naturally, Step Up to Writing*, Self-Regulated Strategy

Development

III (58) Just Words, Step Up to Writing*

* Step Up to Writing will be available at sites through special ed more

can be ordered

II (912) Read 180

Basic Reading Skill

phonemic awareness, sight

word recognition, phonics,

word analysis

II (5K4) + Words their Way, small targeted group, LLI, Fundations

III (5K4) + Corrective Reading, LLI

II (58) + Read Naturally, LLI, Lexia

III (58) + Just Words, LLI

II (912) Read 180



Reading Fluency

read words accurately using

age appropriate chunking

strategies, repertoire of

appropriate phrasing and

expression (prosody)

II (5K4) + Read Naturally, Fundations, LLI (small group)

III (5K4) + Corrective Reading, LLI (1:1)

II (58) + Read Naturally, LLI, Lexia


II (912) Read 180




Reading II (5K4) + Read Naturally, LLI, Fundations



Comprehension

ability to understand and

make meaning of written

text; includes all areas listed

above

III (5K4) +Corrective Reading, LLI

II (58) + Read Naturally, LLI


II (912) Read 180



Math Calculation

knowledge and retrieval of

mathematical facts,

application of computation

principles

II (5K4) Number Worlds, AVMR

III (5K4) Connecting Math Concepts

II (58) Number Worlds, AVMR

III (58) Corrective Math

II (912) ALEKS


Math Problem Solving

use decision making skills to

apply mathematical concepts

to real world situations;

applying mathematical

knowledge at the conceptual

level

II (5K4) Number Worlds, AVMR

III (5K4) Connecting Math Concepts

II (58) Number Worlds, AVMR


II (912) ALEKS


+ LLI Intervention may fit part of the intervention need. Please see RtI Center Chart of Interventions for up to

date information.


Intervention Fidelity Chart READING &

WRITING

Intervention

Frequency 80% Fidelity

Frequency

Duration

Leveled Literacy

Intervention Book

30 minutes - 5 times per

week

Blue, Orange, Green

24 minutes - 5 times per week


12 weeks

Leveled Literacy

Intervention


week

Red, Gold



12 weeks

Guided Reading Plus 30 minutes - 5 times per

week



12 weeks

(2 designated intervals)

Wilson Just Words 45 minutes - 5 times per

week

36 minutes - 5 times per week 28 weeks

Wilson Reading

System

60-90 minutes - 5 times

per week

48-72 minutes - 5 times per

week

2-3 years to complete 12

books

SRA Corrective

Reading

30-45 minutes per lesson

depending on group size

24-36 minutes 65 lessons Decoding A

65 lessons Decoding B1

and B2

125 lessons Decoding C

SRA Corrective

Reading

45 minutes per lesson 36 minutes 65 lessons Comprehension

A

60 lessons Comprehension

B1 and B2

SRA Corrective

Reading

45 minutes per lesson 36 minutes 30 lessons Comprehension

A

35 lessons Comprehension

B1 and B2

140 lessons

Comprehension C

SRA Phonemic

Awareness

15 minutes per lesson 12 minutes 110 lessons

Read 180 90 minutes - 5 times per

week



Read Naturally 30 minutes - 5 times per

week

24 minutes - 5 times a week


36 weeks

Jolly Phonics

Early Success Level

1 and 2


week



30 week lesson plans

Step Up to Writing 30 minutes - 5 times per

week



SRSD 30 minutes - 5 times per

week



Fundations 30 minutes – 5 times per

week



Lexia


MATH

Intervention

Frequency 80% Fidelity

Frequency

Duration

SRA Number Worlds 45-60 minutes per lesson 36-48 minutes per lesson 24 weeks

SRA Connecting

Math Concepts:

Comprehensive

Edition Series

40 minutes structured

additional 10 minutes - 5

times per week

32 minutes -5 times a week


125 lessons

Add+Vantage MR 30 minutes (3 strands 8-10

minutes) in small group 5

times per week



12-15 weeks or 60 lessons

Math Recovery 30 minutes (3 strands 8-10

minutes) one-on-one /

video-taped 5 times per

week



12-15 weeks or 60 lessons


Written Language Strategy Intervention Tracking Form

Tier 2

The purpose of this form is to document the use of strategy interventions within the classroom.

Identify the target skill. *

o ( ) written expression

Description of Intervention

o ( ) Cover, Copy, Compare http://www.interventioncentral.org/academic-interventions/writing/how-

master-spelling-or-sight-words-cover-copy-compare

o ( ) Teaching Rules of Sentence Structure by Doing http://www.interventioncentral.org/academic-

interventions/writing/sentence-combining-teaching-rules-sentence-structure-doing

o ( ) Spelling Words with Shared Rime http://www.interventioncentral.org/academic-

interventions/writing/spelling-repeated-review-spelling-words-shared-rime

o ( ) Self-Correction with Verbal Cues http://www.interventioncentral.org/academic-

interventions/writing/spelling-self-correction-verbal-cues

Number of minutes

Describe the length of time of the intervention. This is in addition to general instruction.

o ( ) 15 minutes

o ( ) 20 minutes

o ( ) 30 minutes

How many days a week are the interventions being used?

This is in addition to general instruction.

o ( ) 4 days

o ( ) 5 days

How is the student's progress being monitored?

This should be done weekly

o ( ) Written Language CBM

http://www.interventioncentral.org/academic-interventions/writing/how-master-spelling-or-sight-words-cover-copy-compare

http://www.interventioncentral.org/academic-interventions/writing/how-master-spelling-or-sight-words-cover-copy-compare

http://www.interventioncentral.org/academic-interventions/writing/sentence-combining-teaching-rules-sentence-structure-doing

http://www.interventioncentral.org/academic-interventions/writing/sentence-combining-teaching-rules-sentence-structure-doing

http://www.interventioncentral.org/academic-interventions/writing/spelling-repeated-review-spelling-words-shared-rime

http://www.interventioncentral.org/academic-interventions/writing/spelling-repeated-review-spelling-words-shared-rime

http://www.interventioncentral.org/academic-interventions/writing/spelling-self-correction-verbal-cues

http://www.interventioncentral.org/academic-interventions/writing/spelling-self-correction-verbal-cues


Math Strategy Intervention Tracking Form

Tier 2

The purpose of this form is to document the use of strategy interventions within the classroom.

Identify the target skill. *

o ( ) math computation

o ( ) math problem solving

o ( ) number sense

o ( ) Other:

Description of Intervention

o ( ) Cover, Copy, Compare http://www.interventioncentral.org/academic-interventions/math-facts/how-master-math-facts-cover-

copy-compare

o ( ) Flash Cards/Incremental Rehearsal http://www.interventioncentral.org/academic-interventions/math-facts/math-

computation-promote-mastery-math-facts-through-incremental-re

o ( ) Self-Monitoring to Increase Fact Fluency http://www.interventioncentral.org/academic-interventions/math-

facts/math-computation-student-self-monitoring-productivity-increase-flu

o ( ) Peer Tutoring with Constant Time Delay http://www.interventioncentral.org/academic-interventions/math-

facts/peer-tutoring-math-computation-constant-time-delay

o ( ) Self-Administered Folding-In Technique http://www.interventioncentral.org/node/965168

o ( ) Intermixing Easy and Challenging Computation Problems http://www.interventioncentral.org/academic-

interventions/math-facts/math-computation-increase-accuracy-intermixing-easy-and-challengin

o ( ) Combining cognitive and metacognitive strategies http://www.interventioncentral.org/academic-

interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies

Number of minutes

Describe the length of time of the intervention. This is in addition to general instruction.

o ( ) 15 minutes

o ( ) 20 minutes

o ( ) 30 minutes

How many days a week are the interventions being used?

This is in addition to general instruction.

o ( ) 4 days

o ( ) 5 days

How is the student's progress being monitored?

This should be done weekly

o ( ) STAR

o ( ) MBSP

http://www.interventioncentral.org/academic-interventions/math-facts/how-master-math-facts-cover-copy-compare

http://www.interventioncentral.org/academic-interventions/math-facts/how-master-math-facts-cover-copy-compare

http://www.interventioncentral.org/academic-interventions/math-facts/math-computation-promote-mastery-math-facts-through-incremental-re

http://www.interventioncentral.org/academic-interventions/math-facts/math-computation-promote-mastery-math-facts-through-incremental-re

http://www.interventioncentral.org/academic-interventions/math-facts/math-computation-student-self-monitoring-productivity-increase-flu

http://www.interventioncentral.org/academic-interventions/math-facts/math-computation-student-self-monitoring-productivity-increase-flu

http://www.interventioncentral.org/academic-interventions/math-facts/peer-tutoring-math-computation-constant-time-delay

http://www.interventioncentral.org/academic-interventions/math-facts/peer-tutoring-math-computation-constant-time-delay

http://www.interventioncentral.org/node/965168

http://www.interventioncentral.org/academic-interventions/math-facts/math-computation-increase-accuracy-intermixing-easy-and-challengin

http://www.interventioncentral.org/academic-interventions/math-facts/math-computation-increase-accuracy-intermixing-easy-and-challengin

http://www.google.com/url?q=http%3A%2F%2Fwww.interventioncentral.org%2Facademic-interventions%2Fmath%2Fmath-problem-solving-combining-cognitive-metacognitive-strategies&sa=D&sntz=1&usg=AFQjCNEIPNWoUcVr1X9GjHKlucypvKdbsA

http://www.google.com/url?q=http%3A%2F%2Fwww.interventioncentral.org%2Facademic-interventions%2Fmath%2Fmath-problem-solving-combining-cognitive-metacognitive-strategies&sa=D&sntz=1&usg=AFQjCNEIPNWoUcVr1X9GjHKlucypvKdbsA


Process to Request Approval of a New Intervention

All Tier II and Tier III interventions must be research and evidence-based. To request approval for a new intervention, please follow the

following steps.

1. Complete the New Intervention Rationale form. This can be accomplished electronically using this LINK

or contacting the K-8 Curriculum Coordinator. The purpose of this rationale is to identify the following:

a. Need for the given intervention

b. Skills intervention targets

c. Targeted grade level the intervention supports

d. Intervention startup cost

e. Annual/ reoccurring cost (consumable materials, license renewals, other)

f. Technology needs

g. Implementation plan, including professional development

i. Professional development cost, time requirements, staff to be trained

h. Implementation fidelity

All approved interventions must be available at each (five elementary sites or both intermediate sites),

which is why it is important to have intervention cost and professional development information.

2. Once the New Intervention Rationale form has been submitted and reviewed by the district RtI team, you

will receive communication to complete the following checklist to ensure the identified program is research

and evidence based. You will then complete the Research / Evidence-Based Intervention Checklist. Here

is the LINK to the form.

3. Technology approval (if applicable)

Deadline to submit New Intervention Requests is April 1st. This provides adequate time for the Teaching

and Learning team to review the submitted materials and update the RtI Handbook if necessary. The

Teaching and Learning team will determine if an intervention submission is approved.

https://goo.gl/forms/DmoDppRgcqfpnBfv2

https://goo.gl/forms/GOXKdZHHZ3X2Mf762


Frequently Asked Questions

1. How often do students need to be progress monitored? Function of a probe vs. monitoring a specific intervention:

A probe is a measure that is responsive to small changes in student performance aligned to the larger subject of

reading or math. It is not aligned to a specific intervention intentionally. It is an overall measure, not skill

specific. However, work on a specific skill should impact the overall performance in a subject area if it is effective

for that student. Probes are intentionally wide in scope.

Many interventions also have their own monitoring system or data collection system. This is skill specific set on

measuring outcomes aligned specifically to the instructional style for that intervention. A student doing well in the

intervention (according to it’s measures of success) can predictably do better on a probe (like STAR or Easy CBM);

however, if the skill specific work does not impact the student performance or master of the subject of reading or

math as a whole, it might not have the same effect.

Frequency of progress monitoring is up to the site unless the student is considered for a SE referral. The handbook

gives guidance that indicates progress monitoring at least 2x/month if not weekly. This is the best practice so that

students are not stuck in interventions that are not working for them. Do not rely on classroom performance to know

that a student is improving as that has many factors that can affect it beyond skill. Remember that if you choose not

to progress monitor weekly, you will have to start data collection from the current intervention for a period of time

before intensifying. This will delay your referral by about 6 weeks.

2. Can students who have qualified for Special Education services be in RtI Interventions? Yes. Like with all students, be sure to use current and historical data to determine programs and tools that will be the best fit to support the student’s academic needs.

3. How do I request a new intervention?

Use the following LINK (https://goo.gl/forms/VWMtEdyn52PCpXng2) to begin the proposal process. The RtI Handbook also provides an outline of the process.

https://goo.gl/forms/VWMtEdyn52PCpXng2

https://goo.gl/forms/VWMtEdyn52PCpXng2

response to intervention (rti) handbook and rti resources · upon conclusion of tier ii...

Documents