WEBVTT

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[Music] Welcome to the overview

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on Response to Intervention:

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Framework in Reading.

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Response to Intervention, or RtI,

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is a multi-tiered early detection,

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prevention, and support system

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that identifies at-risk students

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and assists them before they

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fall behind.

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RtI strategies are used in both reading

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and mathematics.

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RtI systems combine screening,

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progress monitoring,

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systematic instruction,

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and the use of data

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to differentiate instruction,

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with intensive interventions targeted

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at struggling students.

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The Practice Guide

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for RtI reading offers important

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recommendations

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to help educators identify students

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at risk for reading problems

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and implement evidence-based

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interventions to improve their

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reading achievement.

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Three RtI reading practices have been

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identified that support the development

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of foundational skills

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in the primary grades

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and help all students become

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proficient readers.

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Let's take a closer look

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at these practices.

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First, screen all students

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for potential reading problems

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at the beginning

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and in the middle of the year.

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Because universal screening requires

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schoolwide coordination of staff

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and resources, it's a good idea

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to create a building-level RtI team

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to help with implementation.

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Select a set of screening measures

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with reasonable degrees of accuracy

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that identify children at risk

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for poor reading outcomes.

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Screening instruments should be

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efficient, reliable, and valid measures

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of appropriate reading skills

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at each grade level.

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Set benchmark scores

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to identify children at low, moderate,

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or high risk for developing

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reading difficulties.

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Although each district

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or school can develop its own screening

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benchmarks, it's useful to begin

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with guidelines

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from the screening instruments.

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Students whose screening scores indicate

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potential reading difficulties will need

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more intensive reading interventions

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in addition to the core instruction

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provided in the classroom,

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usually referred to as Tier 1.

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The second recommendation is

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to differentiate instruction

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for all students based

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on assessed reading progress.

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Classroom teachers can differentiate

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instruction by varying practice time,

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content, and degree of teacher support

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and scaffolding.

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In Tiers 2 and 3,

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progress-monitoring data are essential

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for differentiating instruction.

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Progress monitoring should occur

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at least once a month

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to adapt instruction

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to meet students' changing needs

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and determine if students should be

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moved to a different tier or regrouped.

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Schools will need

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to develop decision rules

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for differentiating reading instruction

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based on screening

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and progress monitoring data.

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Some teachers will need help

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in using data.

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Schools may need to provide training

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for teachers on how to collect

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and interpret student data efficiently

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and reliably.

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The third recommendation is

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to provide systematic instruction

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focused on foundational reading skills

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for students receiving Tier 2

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and Tier 3 interventions.

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Tier 2 intervention should be provided

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three to five times a week

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in small homogenous skill groups,

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while daily, one-on-one tutoring is

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needed in Tier 3.

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To intensify instruction,

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teachers can adjust the pacing

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of a lesson to provide greater skill

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focus and use a mix

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of instructional strategies and supports

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such as modeling, scaffolding,

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and thinkalouds, and material supports

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such as graphic organizers.

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Instruction should address foundational

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reading skills appropriate

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at each grade level

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that includes phonemic awareness,

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phonics, vocabulary comprehension,

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and fluency.

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Tier 2 interventions should provide

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additional instruction on up

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to three skills, and Tier 3 should focus

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on a few skills.

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Systematic instruction provides a high

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level of teacher-student interaction,

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with opportunities for practice

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and feedback.

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Extensive practice

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and immediate corrective feedback are

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especially important in Tier 2

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and Tier 3 interventions.

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In RtI, teachers need to ensure

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that students master a reading skill

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before moving on, gradually building

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up a solid grasp of skills.

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[Music] To learn more about Response

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to Intervention: Framework in Reading,

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please explore the additional resources

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on the Doing What Works website.