Author: cythera_pearce

Responsiveness to Instruction/RTI:
A Process for Meeting the Literacy Needs of All
Middle School Students
Cue Cards for Implementation

Actions (Planning & Organizing for Universal Screening)

1

Collaboratively determine a plan for administering universal screening measures (ie. Maze).
Review benchmark levels for each universal screening measure.
Organize materials for administration of measures.
Administer universal screening measures to all of your students in timeline given.
5. Compile data using your school’s protocol.

WCPSS, 2013

Tier I

Actions (Analyzing Data from Universal Screening)

2

Look at the entire class data on an electronic spreadsheet to determine percentage of / students at the different risk levels.
Compare the universal screening data to other data you have for each of these students. / If the other data makes you question the / validity of the universal screening, re-administer using a different passage or form.

WCPSS, 2013

Tier I

Actions (Analyzing Data from Universal Screening)

3

For students well above benchmark, determine what enrichment or extension will support their / continued learning.

WCPSS, 2013

Tier I

Questions (Planning & Organizing for Universal Screening)

1

What is the plan for administering the measures for all students within the benchmarking window?
How will we know if our students are proficient? What are the minimal benchmark levels for the universal screening measure?
Do I have everything I need?
Who will administer the screening?
When will we screen?
Where will we screen?
What is the plan for absent students or those that enroll late to school?

WCPSS, 2013

Tier I

Questions (Analyzing Data from Universal Screenings)

3

2. What can we do for those students not identified as AG?

What is our plan for enrichment? What does this group need to work on? Are we receiving
consultation from AIG?

WCPSS, 2013

Tier I

Questions (Analyzing Data from Universal Screening)

2

1. What percentage of my students are in each risk level? Who can help me interpret the data?
2. How does this data guide me in planning for core instruction?
3. Does this data align with other data that I have for these students? (i.e., EOG, Benchmark Assessments)

WCPSS, 2013

Tier I

Actions (Analyzing Data from Universal Screening)

4

1. If you have a high percentage of students / considered “at risk”, adjust core instruction to meet the needs of most of your students and differentiate for others.
2. Determine students that are considered “at risk” and review any other services they may be / receiving.

WCPSS, 2013

Tier I

Actions (Analyzing Data from Universal Screening)

5

1. For students “at risk” on the universal screening measure, administer CORE Reading assessments according to the Procedure for Considering Students for Tier II Supplemental Strategic Reading Interventions flow chart. / 2. Analyze the diagnostic reading data to: / Identify strengths and weaknesses / Determine the most foundational sub-skill deficits / 3. Contact parents of “at risk” students.

WCPSS, 2013

Tier I

Actions (Analyzing Additional Data )

6

1. Review the data with Professional Learning Team or Grade Level Team and work collaboratively to create a plan for providing interventions or enrichment.
2. Invite school based resources who are highly knowledgeable about specific student needs to
collaborate with the PLT about specific students (i.e., AIG, ESL, Literacy, Title I, Special Education, Speech and Language).

WCPSS, 2013

Tier II

Actions (Planning for Interventions )

7

1. Plan for the strategic intervention (to be provided in addition to core instruction):
determine the focus for intervention
decide who will be providing the intervention
determine the time and place for the intervention
decide on the members of the group and its size
decide what resources are available that best meet the needs of the student
determine a plan for monitoring progress
determine when progress data will be shared with the PLT or Grade Level Team for discussion about next steps

WCPSS, 2013

Tier II

Questions (Analyzing Data from Universal Screenings)

5

Looking at the Procedure for Considering Students for Tier II Supplemental Strategic Reading Interventions flow chart, what diagnostic reading data do I need to gather on each at-risk student?
What are the relative strengths of this student? What are the “holes” in this student’s learning?
What is the most foundational sub-skill that the
student needs to work on? (i.e., short vowels, phrasing)
3. What information does the parent have about his or her child that will help us plan the intervention?

WCPSS, 2013

Tier I

Questions (Analyzing Data from Universal Screenings)

4

1. What area of core instruction should I change in order to meet the needs of most of my students?
2. What is our plan for gathering diagnostic reading data?
Do any of these students receive ESL, speech,
literacy intervention, or special education services? Have I talked with these other teachers and know what data they have collected and the instruction students are receiving?

WCPSS, 2013

Tier I

Question (Planning for Interventions )

7

What is our plan for intervention?
What does the group need to work on?
Who will provide the intervention?
When will the intervention take place?
How often will the intervention take place?
What materials will I use to teach this skill?
What is the target goal for the planned intervention?
How will we monitor the student’s progress?
When will the PLT or Grade Level Team review the progress data?

WCPSS, 2013

Tier II

Questions (Analyzing Additional Data )

6

What do we need to learn as a PLT or Grade
Level Team in order to better meet the needs of our students?
2. Do you have other students with similar needs? How might we group students so as not to duplicate our efforts?
What have you found as successful interventions or strategies for students with these kinds of needs?

WCPSS, 2013

Tier II

Actions (Determining Response to Intervention )

8

Administer mid-year universal screening
measures to all students.
Look over entire class data to determine
percentage of students at the different risk levels.
3. Look at individual student data comparing fall to mid-year

WCPSS, 2013

Tier I

Actions (Determining Response to Intervention )

9

Administer end-of-year universal screening
measures to all students.
Look over entire class data to determine
percentage of students at the different risk levels.
3. Look at individual student data comparing mid-year to end-of-year.

WCPSS, 2013

Tier I

Actions (Determining Response to Intervention )

10

Review data of student progress and determine next steps:
Discontinue intervention if student achieves target goals.
Continue intervention if student progress meets expectations toward target goal.

WCPSS, 2013

Tier II

Actions (Determining Response to Intervention )

11

Adjust intervention if rate of progress falls below expectations at least 3 times:
· Increase frequency of sessions,
· Minimize group size,
· Increase intensity and explicitness of the
instruction, and/or
· Reconsider the focus of the intervention

WCPSS, 2013

Tier II

Questions (Determining Response to Instruction)

9

1. How will we administer, score, and enter end-of- year data?
2. What percentage of my class is at the different risk levels? Do I have more students falling in the “low risk” or “at benchmark” level?
Are there students who have made tremendous growth?
Are there students who have not made growth?

WCPSS, 2013

Tier I

Questions (Determining Response to Instruction)

8

1. How will we administer, score, and enter mid-year data?
What percentage of my class is at the different risk levels? Do I have more students falling in the “low risk” or “at benchmark” level?
3. Are there students who have made tremendous growth? Are there students who have not made growth?
4. Are there students who fell into the “strategic level” or “at risk” that were not there in the fall?
5. Are there students that I will need to administer diagnostic reading assessments?
6. Does this data align with other data that I have?
7. Are there students who continue to be in the “at risk” level?
8. Are those students responding to the strategic research-based interventions?

WCPSS, 2013

Tier I

Questions (Determining Response to Instruction)

11

1. If the students are not responding to intervention, consider:
Do we need to extend the time of our intervention each day? (i.e., from 30 minutes daily to 40 minutes daily)
Do we need to meet more often each week? (i.e., 4 times a week instead of 2 times a week)
Should we reduce the size of the group?(i.e., from 15 students to 6 students)
How can the intervention be more explicit or multi-sensory?
Are we working on the right skill?

WCPSS, 2013

Tier II

Questions (Determining Response to Instruction)

100

Are these students responding to the intervention? Have they met the established target goal?
2. Are there additional “holes” that we need to
address for this student?
3. Are the students moving toward their goal at an acceptable rate of progress? Has their rate of progress fallen below expectations more than two times?

WCPSS, 2013

Tier I

Actions (Determining Response to Intervention )

12

1. PLT or Grade Level Team may refer students to RtI Tier III Team if data shows student is not responding to the intervention after at least one adjustment to the intervention.

WCPSS, 2013

Tier II

Questions (Determining Response to Instruction)

12

1. Since this student is not responding to our intervention even after making an adjustment, should we consider referring him or her to RtI Tier III Team for more intensive interventions?

WCPSS, 2013

Tier II