Response To Intervention
In
Lincoln County Schools
2012-2013
Table of Contents
Rationale…………………………………………………………………………..
Overview…………………………………………………………………………..
Universal Screening……………………………………………………………
Problem Solving/Decision-Making Practices…………………………..
Tier I………………………………………………………………………………..
Tier II……………………………………………………………………………….
Tier III………………………………………………………………………………
Continuous Progress Monitoring………………………………………….
LC Schools RTI Implementation Flowchart…………………………...
Fidelity of Implementation………………………………………………….
Parent Involvement……………………………………………………………
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5
8
9
12
14
16
18
20
21
24
Appendix A: Intervention Definition …………………………………… 25
What is Intervention? ……………………………..……………….. 26
Appendix B: PLC Meeting …………………………………………………
Information Needed for PLC Meeting…………….…………..
27
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 …………………………………………………….. 47
Glossary…………….……………………………………………….……. 48
Appendix H...……………..………………….…………………………………. 56
Resources ……………………………………………………………….. 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; and
3) 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 problemsolving, 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 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.
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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).
1-5% of students
5-10% of students
80-90% of students
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Lincoln County Schools’
Response to Intervention
Process
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Universal Screening
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 decisionmaking 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 Practices
The 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 decisionmaking team or Professional Learning Community (PLC) is essential. The decisionmaking team must be knowledgeable in evaluation, data collection, decisionmaking/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.
 Schedule time for intervention team meetings.
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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.
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.
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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 Instruction
Tier 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, 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
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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.
Mastery 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.
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 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, and
vii. 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.
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.
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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:
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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 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
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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, minimum
o Session duration: 15 minutes/session minimum
o Frequency of data progress monitoring: One (1) – two (2)
X/Month

Tier II Instructional Interventions
o Session frequency: 3-5 X/Week minimum
o Session Duration: Additional 20-30
o Frequency of data progress monitoring: one (1) X/Week

Tier III Instructions Interventions:
o Session frequency: 4-5 X/week, minimum
o Session duration: Additional 30 minutes
o Frequency of data Progress Monitoring: Minimum of one (1)
X/Week
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Lincoln County Schools
Response to Intervention Flow Chart
Tier
Instruction
to all students
Tier I-I –Universal
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
Student is referred to Professional Learning Community (PLC) for Intervention
Planning
Tier II – Supplementary Instructional Student begins receiving interventions in addition to Core
Instruction
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
Data monitoring
reveals student is
not meeting
expected
benchmarksStudent resumes
Intervention
process
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.
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
Student is NOT successful in Tier III- PLC continues to modify
interventions and makes referral for consideration of interdisciplinary
evaluation for Special Education Services.
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Fidelity of Implementation
A 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:
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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.
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,
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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 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.
22




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 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.
23
Parent Involvement
Parent 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:
 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.
24
Appendix A
Intervention Definition
25
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.
26
Appendix B
PLC Meetings
27
Information Needed for PLC Meetings
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
28
Appendix C
Lincoln County RTI Forms
29
30
Lincoln County Intervention Plan
Initial RTI Meeting
School Year: Choose One
Target Area: Choose One
Student Profile
Student:
Student ID:
Teacher:
School: Choose One
Date:
Grade:
Choose One
Background Information
Area(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:
Attendance During
Intervention Period:
Poor/Infrequent
Truant
Tardy
Frequent Moves
Good/Excellent
Poor/Infrequent
Truant
Tardy
Frequent Moves
Good/Excellent
Check all that apply:
Vision – Date of Screener:
Poor
Corrected
Good
Hearing – Date of Screener:
Poor
Speech/Language
Amplified/Aided
Normal/Adequate
Somewhat Unintelligible
General Physical Health
Fragile or Impairment
Excellent
Good
Excellent
Rapid/Rambling
Unintelligible
Chronic Illness
31
Slow/Slurred
Good
Excellent
Mental/Behavioral Health Concerns
None
Conduct
Substance Abuse
Anxiety
Other:
Poor
Confident
Attitude Toward Self
Normal/Positive
Cultural Background
Depression
Overconfident
Phobia
Unrealistic
Describe:
Languages Spoken
None
English only
Bilingual:
and
English Language Proficiency
Little/None
Basic Social Language
Emerging Cognitive Academic Language
Socioeconomic Status
Low
Middle
Upper
Attention and Interest in School
Poor/Indifferent
Poor
Fair
Good
School Social Relationships
No Friends
Distant/Reluctant
Down:
Alert/Engaged
Over-Responsive
Many Friends
Too Many Friends
Excellent
Few/Adequate Friends
Relationship with Teacher
Mastered Social Language
Fluent/Proficient
Changing- Up:
Distracted/Bored
Impulse Control
Other:
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.
Parent letter sent or parent contact has been made and information about RTI has
been shared.
Date:
Meeting Notes:
32
Meeting Summary
Choose One:
Committee Members in Attendance
Name
Signature
***Any applicable reports, data, and or documentation are attached
33
Tier II Meeting
Date of Meeting:
Student Name:
Review of Current Plan:
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.
Parent letter sent or parent contact has been made and information about RTI has
been shared.
Date:
Meeting Notes:
Meeting Summary
Choose One:
**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
Committee Members in Attendance
Name
Signature
***Any applicable reports, data, and or documentation are attached
34
Tier III Meeting
Date of Meeting:
Student Name:
Review of Current Plan:
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.
Parent letter sent or parent contact has been made and information about RTI has
been shared.
Date:
Meeting Notes:
Meeting Summary
Choose One:
**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
Committee Members in Attendance
Name
Signature
***Any applicable reports, data, and or documentation are attached
35
Appendix D
School Implementation Matrix
and
Pyramid of Interventions
36
37
38
Appendix E
Parent Letters
39
Lincoln County Public Schools
Intervention 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,
__________________________
40
Lincoln County Public Schools
Intervention and Prevention Services
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,
____________________________
41
Lincoln County Public Schools
Intervention and Prevention Services
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,
____________________________
42
Appendix F
Considerations for English Language
Learners
43
Considerations for English Language Learners
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.
44
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.
45
Considerations for Beginners
ELLs at the beginning stages of English language acquisition, require special considerations when
receiving additional support through reading interventions.
Stage
Preproduction
Stage
&
Level 1
Entering
Early
Production
Stage
&
Level 2
Beginning
Characteristics of ELL Beginners
Characteristics
Approximate
Time Frame
The Student:
*0-6 months
 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
The student:
*6 months-1
year
 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









Teacher
Prompts
Show me…
Circle the…
Where is…?
Who has…?
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 schoolbased 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.
46
Appendix G
RTI TERMS
47
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 inquirybased 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.
48
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
49
instruction as effectively and efficiently as possible.” (Gickling, Shane, & Croskery, 1989, pp. 344345).
Curriculum Based Measurement (CBM)-- Instead of measuring mastery of a series of single shortterm 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 Discrepancy
Student 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 Intervening
Early 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)
Efficiency
A 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
50
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
51
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
52
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 Interventions
School 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)
53
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 research54
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
55
Appendix H
Resources
And
Bibliography
56
Resources
AIMSweb website http://www.aimsweb.com
Center for Educational Networking www.cenmi.org
Center on Instruction
http://www.centeroninstruction.org/index.cfm
Colorado Dept. of Ed http://cde.state.co.us/cdegen/RTI.htm
Connecting Curriculum, Instruction and Assessment
http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Connecting+Curric
um+Instruction+and+Assessment/
Curriculum Based Measures (CBM) Warehouse www.intervention.org
Delaware Dept. of Ed. http://www.doe.k12.de.us/infosuites/staff/profdev/rti_docs.shtml
DIBELS 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.shtm
Good & Kaminski: DIBELS http://dibels.uoregon.edu/ http://www.dibelsassessment.com/
Gary Germann and Mark Shinn AIMSWEB WWW.AIMSWEB.COM ; WWW.EDFORMATION.COM
IDEA Partnership http://ideapartnership.org/index.cfm
Institute of Educational Services What Works Clearinghouse http://www.ies.ed.gov/ncee/wwc/
James Wright
www.interventioncentral.org
Kentucky Department of Education, A Guide to Kentucky System of Interventions; July, 2008
Kentucky Department of Education; Kentucky System of Interventions: RTI in practice; PPT, Melissa Ferrell
Kentucky Center for Instructional Discipline (kycid) http://kcid.org/
Kentucky Center for Mathematics http://www.kentuckymathematics.org/
Kentucky Program of Studies
http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Program+of+Studies/default.ht
m
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+Improvem
ent/
Maryland RTI www.marylandpublicschools.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.org
National 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/rtimaterials
Oregon: 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.pdf
RTI 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.pdf
Vaughn-Gross Reading Center http://www.texasreading.org/utcrla/
57
Vermont http://education.vermont.gov/new/html/pgm_sped/forms.html
Washington http://www.k12.wa.us/RTI/default.aspx
Bibliography
Blythe, T. (2006). Response to intervention: Student Performance. Lexington, KY: Alliance for Systems Change/MidSouth 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 (janet.graden@uc.edu); 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
58
Lembke, Dr. Erica, INTERVENTIONS IN AN RTI MODEL, PowerPoint Presentation,
University of Missouri,
lembkee@missouri.edu; 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,
response to intervention (RTI) and early intervening services. Washington, DC.
2007). Questions and answers on
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
*********************************************************************
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
59
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
60