Response to Instruction and Intervention (RtiI)
In order to achieve this goal, I will initiate this plan during a forty minute daily Response to Instruction and Intervention (RtiI) group. RtiI is a nationally recognized program. It is a comprehensive, multi-tiered, standards aligned strategy to enable early identification and intervention for students. RtiI allows educators to identify and address academic difficulties. The goal of RtiI is to improve student achievement using research based interventions matched to the instructional need and level of the student. The curriculum that drives the class is based on student data. Students are grouped homogeneously. Grouping students is done differently from school to school. Based on data from various standardized tests, students are placed into one of five groups. We create the following groups: DIBELS, Intensive, Strategic, Benchmark Focus, and Benchmark.
The first group of students tested in the at-risk category on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test. The test assesses seven specific literacy skills: phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. The Intensive group derives from students that scored at the Below Basic level on the most recent standardized test. Individual student progress is monitored in the Intensive group weekly and is given instruction on their weakest academic skill three days a week. The Strategic group is made up of students that scored at the Basic level on the most recent standardized test. Progress is monitored for students in the Strategic group; however, the occurrence is only biweekly. Benchmark and Benchmark Focus are students that are making expected grade level progress and scored proficient and/or advanced on the most recent standardized test. The only difference between these two groups is that students that scored below 50% on the Open-Ended questions will be assigned to the Benchmark Focus group. Progress is monitored for students in the Benchmark groups; however, the occurrence is only three times a year. As progress is monitored within the groups, students can move up and/or down to meet their needs.
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