RTI Project

Response to Intervention (RtI) Project Template

Assessment Tool to Determine Need

Fountas & Pinnell Benchmark Assessment System (BAS)

Tier Addressed

Tier 1 is addressed.

Name of Intervention Model/Program

Leveled Literacy Intervention

Intervention Model/Program Description

Leveled Literacy Intervention is a short-term literacy program to help struggling readers increase grade-level literacy. This program can help students achieve understanding in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and writing. This is a great tool to help teachers find each students texts of progressing difficulty that will help implement lessons that target the student’s reading ability.

Scope of Use

K-12, all demographics

Interventionist

The general or special education classroom teacher

Setting

General education classroom and preferably small group or whole class.

Effectiveness

Total 747 students grade K-2

LLI had positive effects on general reading achievement (747 students), potentially positive effects on reading fluency (281 students), and no discernible effects on alphabetics for beginning readers (422 students).

Grouping

LLI Orange

Grade K

LLI Green

Grades 1

LLI Blue

Grade 2

LLI Red

Grade 3

LLI Gold

Grade 4

LLI Purple

Grade 5

LLI Teal

Grades 6-12

Time Amounts

30 minutes daily for 12-18 weeks

Fidelity of Implementation

This program is supplemental to daily lessons that help struggling readers achieve grade- level literacy. This program needs to be delivered by explicit, direct instruction in a small- group design.

Progress Monitoring

After using the BAS assessment tool to determine each students independent and instructional reading levels, alternating between the independent and instructional books daily will give a measurement of progress.

References

WWC Intervention Report: Leveled literacy intervention. (2017). Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_leveledliteracy_091917.pdf

Response to Intervention (RtI) Project Template

Assessment Tool to Determine Need

Everyday Mathematics provides assessments that help determine grade level. In addition, utilizing checklist and measuring progress can help decide if students are in need of specific instruction.

Tier Addressed

Tier 1 is addressed.

Name of Intervention Model/Program

Everyday Mathematics

Intervention Model/Program Description

Everyday Math Is a curriculum for students in prekindergarten through sixth grade. This program focuses lessons on real-life problem solving, student communication of mathematical thinking, and use of technology.

Scope of Use

Prekindergarten through sixth grade

Interventionist

A general or special education teacher

Setting

This can be implemented in a general education classroom.

Effectiveness

Texas Assessment of Academic Skills (TAAS): Total Math Scale Score

Grades 3-5; 3,436 students

Substantively important positive effects found

Grouping

This technique can be done in small group or whole class.

Time Amounts

Each lesson will take different amounts of time and can be utilized as a supplemental lesson throughout the school year.

Fidelity of Implementation

Since this is in Tier I the rigor and intensity is not as high. This is a supplemental lesson that can be used daily.

Progress Monitoring

Everyday Mathematics provides assessment tools that can be used to help plan lessons, measure progress, and assign grades.

References

Everyday Mathematics. (n.d.). Retrieved from http://everydaymath.uchicago.edu/teaching-topics/multiage/

What Works Clearinghouse. (2002). Retrieved from http://ies.ed.gov.ncee/wwc/

Response to Intervention (RtI) Project Template

Assessment Tool to Determine Need

READ 180 Universal assessment system provides educators, students, and parents measurements and data that can be used to implement lessons and teaching.

Tier Addressed

Tier II addressed.

Name of Intervention Model/Program

READ 180

Intervention Model/Program Description

READ 180 is a reading program that will help struggling readers that are two or more years below grade level. It can be given either online or direct instruction. This learning intervention targets building reading comprehension, vocabulary, and writing skills.

Scope of Use

This program is designed to instruct students in elementary through high school, all demographics (English and Spanish versions are available)

Interventionist

General and special education teacher.

Setting

This program can be implemented either in the classroom or in a computer lab.

Effectiveness

Grades 4-11

TAKS

663 students with 30- 50 minute implementation of the technique. There was a significant gain in their TAKS Reading test passing rate, from 56% meeting the standard in 2010 to 70% meeting standard in 2011.

Grouping

Whole group learning, student application (student app), and whole- class instruction

Stage A- Upper Elementary

Stage B- Middle School

Stage C- High School

Time Amounts

READ 180 is implemented in 90- minute sessions that can include whole- group, three small- groups, and whole- class. This program is intended for use throughout the school year. The small- group can be individualized instruction using a computer.

Fidelity of Implementation

This program can be given in 90- minute sessions daily. Reports and progress are provided for each child through this system.

Progress Monitoring

Weekly progress monitoring and charting can be utilized to check growth patterns and to measure student progress.

References

Houghton Mifflin Harcourt. READ 180. (2015). Retrieved from https://www.hmhco.com/products/read-180/faq.php

What Works Clearinghouse. (2002). Retrieved from http://ies.ed.gov.ncee/wwc/

Response to Intervention (RtI) Project Template

Assessment Tool to Determine Need

DreamBox continuous assessment guides students through their math progress and will place the student in the highest learning zone.

Tier Addressed

Tier II addressed

Name of Intervention Model/Program

DreamBox Learning

Intervention Model/Program Description

DreamBox Learning is an online math program that promotes instruction for students in grades K-5. The programs focus is on number and operations, place value, and number sense. It is individualized instruction for each student utilizing approaches through the curriculum that will match student’s level of comprehension and learning style.

Scope of Use

K-8

Interventionist

Teacher or computer program

Setting

This program can be used to differentiate instruction, computer lab rotation, or as part of your station rotation in the classroom.

Effectiveness

Math achievement test

18 elementary schools (K-5)

17,400 students

Brookside Elementary

Grade 3-5, Fall 2012, 17% met expectation

Grade 3-5, Spring 2013, 61% met expectation

43% improvement

Pulaski Elementary

Grade 3-5, Fall 2012, 6% met expectation

Grade 3-5, Spring 2013, 43% met expectation

37% improvement

Oberle Elementary

Grade 3-5, Fall 2012, 13% met expectation

Grade 3-5, Spring 2012, 50% met expectation

37% improvement

Grouping

DreamBox Learning Math K-5

Time Amounts

Grades K-2

30-60 minutes weekly

Grades 3-5

60-90 minutes weekly

Grades 6-8

60-90 minutes weekly

Fidelity of Implementation

Utilzing DreamBox, measurement of progress and reports are analyzed by this program. Feedback is provided on the student’s missed answer, but also assesses amount of time taken to solve problem, number of hints used, and strategies they use to construct the answer.

Progress Monitoring

The DreamBox Intelligent Adaptive Learning program provides an individualized instruction for every student that will adapt, scaffold, and pace lessons based on each student’s needs. The DreamBox Intelligent Adaptive Learning engine provides essential feedback on the responses by the student that includes the wrong answer chosen, amount of time taken, number of hints used, and strategies they used to answer the problem.

References

DreamBox Learning. (2018). Retrieved from http://www.dreambox.com/

What Works Clearinghouse. (2002). Retrieved from http://ies.ed.gov.ncee/wwc/

Response to Intervention (RtI) Project Template

Assessment Tool to Determine Need

Odyssey Math developed by Compass Learning provides formative assessments to support decision making and lesson planning.

Tier Addressed

Tier III addressed

Name of Intervention Model/Program

Odyssey Math

Intervention Model/Program Description

Odyssey Math is a web-based math curriculum and assessment tool designed for instructional differentiation and data-driven decision making.

Scope of Use

K-8 math

Interventionist

General and special education teacher.

Setting

This program includes both online and offline tools. It can be accessed online or can be implemented by a teacher in the classroom.

Effectiveness

Star Math Scale

105 students, statistically significant positive effects found

Pennsylvania System of School Assessment

207 students, substantively important positive effects found

TerraNova Second Edition Basic Batter math

2,456 students, indeterminate effects found

Odyssey Math was found to have potentially positive effects on math achievement.

Grouping

Odyssey Math K-8

Time Amounts

Odyssey Math can be used as a standalone curriculum or as a supplement to other math curriculum.

Fidelity of Implementation

Using Odyssey Math, teachers can generate reports that detail student progress and areas of weaknesses.

Progress Monitoring

Generating reports daily from Odyssey Math will give helpful feedback on where to direct instruction.

References

Odyssey Math. (2009). Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_odysseymath_081809.pdf

What Works Clearinghouse. (2002). Retrieved from http://ies.ed.gov.ncee/wwc/

Response to Intervention (RtI) Project Template

Assessment Tool to Determine Need

The Observation Survey of Early Literacy Achievement is a formative assessment tool that is utilized to measure student ability before, during, and after instruction. It measures: letter identification, word reading, concepts about print, writing vocabulary, hearing and recording sounds in words, and text reading. This assessment is used to determine if the student needs intervention and if so, then this assessment is used to build lessons and a plan.

Tier Addressed

Tier III is addressed

Name of Intervention Model/Program

Reading Recovery

Intervention Model/Program Description

Reading Recovery provides one-on-one support to first-grade students who are struggling to read and write.

Scope of Use

First grade, all demographics (English and Spanish versions available).

Interventionist

This is an online program that can be utilized on the computer or the instruction can be delivered by a teacher daily for 30 minutes.

Setting

The program is versatile. It can be utilized through a computer or can be used in the classroom.

Effectiveness

Alphabetics

74, grade 1 students. Evidence supported a report of significant positive program effectiveness.

Comprehension

71, grade 1 students. Evidence supported a report of significant positive program effectiveness.

Reading achievement

74, grade 1 students. Evidence supported a report of significant positive program effectiveness.

Grouping

Reading Recovery: First grade

Time Amounts

Reading recovery can supplement classroom teaching with tutoring sessions or pull-out sessions. This program can be implemented daily 30- minute sessions over the course of 12-20 weeks.

Fidelity of Implementation

This program monitors individual progress daily which helps Reading Recovery teachers make informed instructional decisions based on student’s abilities.

Progress Monitoring

This program monitors individual progress daily. In addition, the International Data Evaluation Center (IDEC) at the Ohio State University collects results for each child in Reading Recovery.

References

Reading Recovery. (n.d.). Retrieved from http://readingrecoveryworks.org/

What Works Clearinghouse. (2002). Retrieved from http://ies.ed.gov.ncee/wwc/