Response to Intervention (RtI) is a multi-tiered approach toward identifying and supporting the instructional needs of students who are at-risk for reading difficulty. It begins with universal screening of kindergarten- third grade students using the Phonological Awareness Literacy Screening (or PALS) and continued progress monitoring via Fountas & Pinnell Benchmark Assessments and running records. When a student is not meeting grade level expectations while receiving high-quality instruction, the teacher will engage in the use of instructional supports and scaffolds to help the student succeed. Students may be offered participation in a reading intervention group with the reading specialist (me!), our SOL tutor (Melissa Roberts), or an instructional assistant. The reading intervention groups target specific skills that have been identified for development through student assessment and data collection. The groups meet several times weekly (if not daily!) to practice these targeted skills through direct instruction with the goal of developing independent, strategic readers and writers.
Students are recommended for participation in intervention groups by a committee comprised of their reading teacher, homeroom teacher, school administrators, and me! Parents of students participating in intervention receive letters notifying them of participation and progress reports outlining student achievement towards grade level expectations. Participation in intervention groups is re-evaluated throughout the year.
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