Response to Instruction (RtI) modelcalls for frequent assessment of student progress as a measure of effectiveteaching.Through ongoingassessment and observation each teacher can determine what materials andapproach work best for each learner.Assessment is frequent and the teacher can quickly adjust ifcurrentpractices fail to yieldacceptable academic results.Thefocus of RtI centers on students receiving the instruction that they need toensure academic progress and promotes early identification of students who maybe at risk for learning difficulties.
All students in grades K-4 are screened three times a year,in September, January, and May, in essential areas of literacy to determineindividual and group performance on specific skills.
Screenings are 1 to 3 minutes, which assessreading indicators for success.Results of the screenings arereviewed by the classroom teacher andSupport Teams to inform instruction.
Students who do not meet the universal screening benchmarkwill have their progress monitored frequently. This assessment information will continue to informinstruction throughout the school year.
The 3 Tier Model
All students receive research-based instruction in literacyareas of phonemic awareness, phonics, fluency, vocabulary, andcomprehension. They arescreened three times a year for literacy progress.
Students that are below the 25th percentile based on nationalnorms are considered for targeted interventions.Interventions are provided as additional instructionin targeted areas and typically in small group settings.Progress monitoring is ongoing and usedto track the student's response to instruction.Data-based decision making regarding the student's Tier IIintervention continues to inform instruction.
Some students do not adequately respond to the targetedinterventions in Tier II.Students would be considered for eligibility as a student with alearning disability in special education.Additional testing may be warranted and if eligible under theIndividuals with Disabilities Education Act (IDEA) students would receiveindividualized, intensive interventions targeted to their skill deficits.