https://youtu.be/SqBP0SDtwvg
Tiers Without Tears: Wash,
Rinse, and Don’t Repeat
Emily Tipton, Reading Interventionist
Melissa Dicken, Math Interventionist
Conkwright Elementary, Grades K-4
Clark County Public Schools
What is RTI?
• “Response to intervention (RtI) integrates assessment and
intervention within a multi-level prevention system to maximize
student achievement and to maximize social and behavioral
competencies. With RtI, schools identify students at risk for poor
learning outcomes, monitor student progress, provide evidencebased interventions and adjust the intensity and nature of those
interventions depending on a student’s responsiveness, and identify
students with learning disabilities”.
(National Center on Response to Intervention)
http://www.rti4success.org/
Kentucky House Bill 69
HB 69 (BR 282) - L. Belcher, S. Overly, M. Dossett, M. Nemes, J. Tilley, A. Wuchner AN ACT relating
to early education assessment and intervention.
Create a new section of KRS Chapter 158 to define "aphasia," "dyscalculia," dyslexia," "phonemic
awareness," and "scientifically based research"; require the Kentucky Board of Education to promulgate
administrative regulations for district-wide reporting on the use of K-3 response-to-intervention
implementation in reading by August 1, 2013, in mathematics by August 1, 2014, and behavior by
August 1, 2015; require the Department of Education to make available technical assistance, training,
and a Web-based resource to assist all local school districts in the implementation of the system and
instructional tools based on scientifically based research; require the department to collaborate with
other state agencies and organizations; require conformity with 20 U.S.C. sec. 1414(a)(1)(E) for initial
evaluations of students with suspected disabilities; require the department to report to the Interim Joint
Committee on Education on implementation by November 30, 2013, and annually thereafter; amend
KRS 157.200 to conform with the federal definition of a "specific learning disability."
http://education.ky.gov/educational/int/ksi/Documents/KSIRtIGuidanceDocument.pdf
Tier I Strategies and Ideas
• Classroom teachers’ responsibility
• Differentiated instruction within the classroom
• Small group reading and math following whole group lesson
• Assessments used to identify common standards to be addressed in
reteach
• Reteach can come from adopted curriculum (such as intervention
boxes and kits)
• Success in Tier I limits the need for Tier II and III instruction
Tier II/III Strategies and Ideas
• Classroom teacher may implement Tier II within the classroom setting and
should provide progress monitoring
• Tier II pullout by a certified teacher or interventionist for students whose
needs are greater than Tier II Classroom can address
• Intervention must be outside the adopted curriculum and must be
research-based
• Progress monitoring is recommended every two weeks in Tier II and weekly
in Tier III
• Tier III instruction must be more frequent and/or more intense and is
preferably taught by a highly trained specialist
• Tier II small groups of 5-8 students, Tier III small groups of 1-3 students
Reading Tier II/III
• Fountas and Pinnell’s Leveled
Literacy Intervention
• Literacy First PAST/Phonics
continuum
• SRA
• Guided Reading
• Repeated Reading
Math Tier II/III
• Math Recovery
• Student Numeracy Assessment
Progressions
• Marilyn Burns Literacy Math
Library
• Van de Walle’s Teaching StudentCentered Mathematics
• Context for Learning
Mathematics
• Kentucky Numeracy Project
Progress Monitoring Examples
Sight Words
175
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105
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95
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15
10
5
0
Sight Words
9/9/2016
Flashcards
9/16/2016
Flashcards
9/23/2016
Flashcards
10/7/2016
Flashcards
10/14/2016 10/21/2016 10/28/2016
Flashcards
Interval
Interval
11/4/2016
Interval
11/11/2016 11/18/2016
Interval
Interval
12/2/2016
Interval
Data-Driven Decision Making
• Monthly RTI Meetings and Weekly Grade Level PLCs
• RTI Meetings include grade level teachers, interventionists,
administrators, school psychologist, special education facilitator,
other stakeholders as needed, and can also include parents
• Examine progress monitoring data to determine if the student’s rate
of progress is sufficient for him/her to reach grade level goals
• Strategies and programs can be modified before moving Tiers
• Emphasize strategies (FREE!) over programs ($$$)
• Universal screeners for all students and triangulated data for RTI
students
Tiers Without Tears: Wash,
Rinse, and Don’t Repeat
Emily Tipton, Reading Interventionist
Melissa Dicken, Math Interventionist
Conkwright Elementary, Grades K-4
Clark County Public Schools