This is a Power Point Presentation of Workshops that I have been presenting at State Reading Conferences on Setting Up and Managing an Effective tier 2 and tier 3 RTI Lab for Early Reading Intervention. The information that follows is the workshop excerpt that is published in the Conference Program.
Presenter: Bruce Brown
Methods of Presenting Content: This workshop will be a combination of a Power Point Presentation explaining the set up and management of an Early Reading Intervention RtI Lab followed by examples of materials I developed.
Educational Significance: Response to Intervention (RtI) is a systematic, comprehensive, data-driven approach to instruction that identifies struggling students and assists them before they fall behind. RtI is not a program but rather a framework or process collaboratively identified by each school or district to meet the needs of ALL students. RtI is typically a three-tiered intervention model that starts with and emphasizes instruction and intervention in the general education classroom. Response to Intervention meets the academic and behavioral needs of students.
"The Response to Intervention (RtI) system is designed to change learner performance as a function of targeted instruction. The use of an RtI model is desperately needed to ensure that equal access to learning is available for every child."
(Fischer, Douglas & Frey, Nancy; Enhancing RtI - How to Ensure Success with Effective Classroom Instruction and Intervention; ASCD; 2010, p. 1)
Early intervention for struggling readers is essential if ALL children will read by the end of third grade. An early intervention, or RtI, program can be organized as a site level intervention lab. With the use of research-based strategies and a sequential curriculum aligned to the Common Core Standards, the needs of a wide range of students with different ability levels may be accommodated. Fewer inappropriate referrals will be made to special education, and more students will read before the end of third grade.
Evidence Base: Response to Intervention (RtI) is a systematic, comprehensive, data-driven approach to instruction that identifies struggling students and assists them before they fall behind. RtI is not a program but rather a set of strategies meant to provide a full continuum of instruction from the general core to supplemental and intensive levels. Response to Intervention meets the academic and behavioral needs of students.
The core components of RtI include:
1. high-quality classroom first instruction
2. research-based interventions
3. progress monitoring during instruction and interventions
4. fidelity of program implementation
5. staff development and collaboration
6. parent involvement
(O’Connell, Jack; Response to Instruction and Intervention, memo to County, District, and Charter Superintendents; California Department of Education; Nov. 14, 2008)
While there are many ways to implement RtI, the presenter of this workshop will focus on how to set up an RtI lab for young at-risk readers. Much of the presentation will focus on how teachers might develop a systematic, cohesive, seven-stepped early reading intervention program for students. The suggested strategies and activities represent an organized series of "jobs" using hands-on materials each supported by a research-base gleaned from Reading Recovery, Montessori, and many other frameworks.
Leveling of the "jobs" is supported by the IES practice guide. Finally, conveying the best practices proposed in the practice guide, the presenter will share strategies for implementing and managing an RtI lab, provide examples of operational labs and student results indicating success for struggling readers as they achieve 2.0 reading levels and beyond.