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RTI Implementation:
Steps for Classroom Teachers
STUDENT
RtI SUCCESS PST
Dr. Denise P. Gibbs, Director
Alabama Scottish Rite Foundation Learning Centers
gibbsdenise@aol.com
This presentation is provided at no cost to
Alabama schools by the Alabama Scottish
Rite Foundation. The philanthropy of the
Alabama Scottish Rite Foundation began
in the 1950’s in Alabama and continues
today. The mission of the Alabama
Scottish Rite Foundation is to provide help
to Alabama Schools as they work with
students who struggle in reading -
particularly those students with dyslexia.
Mega 2011 - Gibbs 2
Bell ringer activity
Anticipation Guide
then…Turn and Talk
As soon as you are seated, please complete the
Anticipation Guide included in your handout.
Then…turn to your neighbor and talk about your
initial answers
Mega 2011 - Gibbs 3
Gains From High Impact Instructional
Strategies: Research Findings (Marzano, 2001)
Type of Strategy Effect %ile # of
size gain studies
1. Identifying similarities and 1.61 45 31
differences
2. Summarizing and note taking 1.00 34 179
3. Reinforcing effort and providing .80 29 21
recognition
4. Homework and practice .77 28 134
5. Nonlinguistic representations .75 27 246
Mega 2011 - Gibbs 4
Gains From High Impact Instructional
Strategies: Research Findings (Marzano, 2001)
Type of Strategy Effect %ile # of
size gain studies
6. Cooperative learning .73 27 122
7. Setting objectives and .61 23 408
providing feedback
8. Generating and testing .61 23 63
hypotheses
9. Questions, cues, advance .59 22 1251
organizers
Mega 2011 - Gibbs 5
Today’s High Impact Strategies
9. Questions, cues, and advance organizers –
Anticipation Guide, session outcomes, RTI
Vocabulary
6. Cooperative learning – Turn and Talks
2. Summarizing and note taking – Power Point
slides, your notes, 3-2-1 for steps for teachers
1. Similarities and differences – homogeneous
and heterogeneous collaborative groups -
Double Bubble
4. Homework and practice – utilize at least one
of these strategies in your work
Mega 2011 - Gibbs 6
Session outcomes….
Today, you will:
Practice high impact strategies
Discuss essential elements of Tier 1
core instruction in K-3 and in 4-12
Discuss essential elements of Tier 2
classroom support and intervention in
K-3 and 4-12
Recognize how the steps you take will
play a central role in the successful
implementation of the RTI framework at
your school
Gain access to information about tools
to facilitate instruction and intervention
Mega 2011 - Gibbs 7
RtI Guidance Document from the ALSDE
Response to Instruction (RtI): Alabama’s Core
Support for All Students: Standards,
Resources, Support
Alabama’s Tier I expectations-pages 5-6
Alabama’s Tier II expectations-pages 7-10
Alabama’s Tier III expectations-pages 11-13
Problem solving process-page 15
Goal setting-pages 16-17
Alabama’s six-step RtI protocol-page 18
Download from www.alsde.edu
Mega 2011 - Gibbs 8
Tier 1 Core Instruction
Mega 2011 - Gibbs 9
Alabama’s K-12 Tier I Guidance (pp 5-6)
All students should receive high quality research-
based instruction that is delivered with fidelity
utilizing a curriculum that is viable, rigorous, and
standards driven.
Teachers should routinely use a variety of supports
as soon as a student begins to struggle in their
classroom. Strategies should include:
flexiblegrouping
differentiated instruction
re-teaching
multiple opportunities for practice
Mega 2011 - Gibbs 10
More About K-12 Tier 1
Important to address grade level standards
AL adopted Common Core State Standards on
11/18/2010
Utilize all available curriculum materials with
fidelity.
Provide students with Tier 1 differentiated
instruction and support (as described in the ALSDE
RtI guidance document and cited on slide 10) as
soon as they begin to struggle.
All Tier 1 students should participate in benchmark
assessments 3 times per year (as described on
page 5 of the ALSDE RtI guidance document)
Mega 2011 - Gibbs 11
Best Practices for Grades K-3 Tier 1
90 minutes in reading and 60 minutes in
math of uninterrupted core instruction
National Reading Panel (NRP) and
National Mathematics Advisory Panel
(NMAP) suggest a combination of whole
and small group differentiated instruction
The five big ideas from the NRP and
critical benchmarks from NMAP!
Common Core State Standards include
specifics re: math and reading.
Mega 2011 - Gibbs 12
Best Practices for Grades 4-12 Tier 1
•Grade-level standards-based instruction
•Students learn how to learn
•Strategic teaching or content literacy
instruction provided in ALL classes
•Some time for students to work with peers daily
in ALL classes
•Encourages student engagement
•Students become active participants in the
learning process
•Students “make their ownGibbs
Mega 2011 -
meaning” 13
Tier 2 Intervention
Mega 2011 - Gibbs 14
Alabama’s Tier II Guidance (pp 7-10)
Tier II interventions should begin as soon as
possible after students have been identified
through screening or benchmark assessments
and should be monitored regularly.
Materials and strategies should be
specialized, research or evidence-based
interventions that are based on the needs of
the students needing the intervention and
should be implemented with fidelity.
May be standard treatment protocol
Mega 2011 - Gibbs 15
About Grades K-3 Tier 2
Additional small group instruction
Best when provided by classroom teacher but
could use a “walk-to” model if desired
Set intervention goal and monitor progress
At least 10-12 weeks in duration but…
Time really depends upon what the data
reveal
May need additional rounds of Tier 2 if
“adequate progress” is being made
May need to move to Tier 3 if “inadequate
progress” is being made
Mega 2011 - Gibbs 16
About Grades 4-12 Tier 2
•Differentiated strategic teaching to support
grade-level standards instruction in all content
subjects
•Teacher explicitly models strategies with students
and scaffolds as needed
•Opportunities for peer-tutors and heterogeneous
grouping - stripe day (weaker with stronger and
teacher rotates among groups)
•Opportunities for homogeneous grouping – solid
day (skill-level groups and teacher works with low
group and provides differentiated challenges for
other groups to complete independently)
Mega 2011 - Gibbs 17
About Grades 4-12 Tier 2
• Most tier 2 students in grades 4-12 are likely to
be receiving both tier 2 and tier 3 support.
• When students are in both tier 2 and tier 3
interventions, your district may decide that
progress monitoring will be completed as part of
the tier 3 activities.
• Documentation of tier 2 implementation integrity
could include:
• Policy statement in handbook!
• Student grouping lists
• Walkthroughs
• Outcomes! Mega 2011 - Gibbs 18
Double Bubble Time
Compare and contrast Solid
and Striped Grouping
Mega 2011 - Gibbs 19
Teacher’s work in RTI
Implementation
Mega 2011 - Gibbs 20
3-2-1 foldable as an
advanced organizer
3 - most important steps
2 – details for each
1 – thing that will require the most PD
for you to be ready to implement
Mega 2011 - Gibbs 21
Teacher’s Work in RTI Implementation
(These apply for K-12 teachers)
1. Deliver Tier 1 scientific, research-
based instruction with consistency
2. Know which of your students are to
participate in Tier 2 and Tier 3
interventions for math and for reading
(and for behavior).
3. Designate time for Tier 2 interventions
and deliver Tier 2 intervention
consistently and with fidelity
4. Collect informal progress monitoring
data (work samples, observations, etc)
Mega 2011 - Gibbs 22
Teacher’s Work in RTI Implementation
5. Facilitate your students’ participation in
Tier 3 when needed (if pull-out is used).
6. Participate in Team discussions
regarding student outcomes.
7. Collect formal progress monitoring
data for “tier 2 only students” (whose
progress is not being monitored in tier
3 intervention classes).
Mega 2011 - Gibbs 23
(1) Scientific, research-based instruction
Reading
Report of the National Reading Panel
Math
Report of the National Mathematics
Advisory Panel
Content
Organizing Instruction and Study to
Improve Student Learning (WWC Practice
Guide)
Mega 2011 - Gibbs 24
(1) Some examples of research-based
instructional strategies (from Doing What
Works website)
Space learning over time
Alternate worked examples with
opportunities for practice
Abstract-concrete connections
Higher-order questions
Think-alouds
Student-driven text discussions
Mega 2011 - Gibbs 25
(2) Know which students need Tier 2 support
Results of screening should be noted
for each student.
Color-coded or numerically-coded lists
of students may be provided as types of
reports generated via commercially
available screening tools.
Using a color-coding system of “dots in the
grade book” may be useful.
Coding Tier 2 and Tier 3 students with a 2
and/or a 3 may be useful.
Mega 2011 - Gibbs 26
(3) Designate time for Tier 2 interventions –K-3
For students who fail the school’s
screening, deliver Tier 2 reading and
math interventions.
Deliver small group intervention using
scientific, research-based strategies
and/or programs.
Plan student center or independent
work for non-intervention students.
May use a “walk-to-intervention” model
if desired.
Mega 2011 - Gibbs 27
(3) Deliver interventions with fidelity (K-3)
Ensure the following:
Length of lessons is as recommended;
Frequency is as recommended;
Size of group is not larger than
recommended;
Materials are available and utilized as
intended;
You are prepared to deliver lessons as
intended.
Mega 2011 - Gibbs 28
(3) Designate time for Tier 2 interventions –4-12
•Tier 2 intervention consists of classroom support
for students in all content areas.
•Some portion of the instructional time in content
classes should be devoted to collaborative group
learning experiences for all students.
•Using data to construct groups will allow you to
use both a peer-assisted learning environment and
a “leveled groups” environment.
•You can work closely with students who need
support providing explicit instruction and
scaffolding as needed to ensure student success.
Mega 2011 - Gibbs 29
(4) Collecting informal assessment data
Work samples including graphic
organizers and writing samples
completed by tier 2 and tier 3
intervention students can become
important sources of data to be used in
data-based decision making.
Random samples as well as specifically
selected samples may provide useful
information regarding the student’s
response to intervention.
Mega 2011 - Gibbs 30
(5) Facilitate your students’ Tier 3 participation
(applies especially to self-contained k-5 classes in
which an acceleration block is not used)
Make sure that students are released on time
for intervention classes!
Make sure that you do not (intentionally or
unintentionally) penalize students for missing
class while attending Tier 3 interventions.
Do not require students to do extra homework or to
make up missed work
Help students “fit back into the activity” as they
return from intervention
Communicate with the Tier 3 intervention
teacher Mega 2011 - Gibbs 31
(6) PST meeting discussions
Data obtained from both formal
progress monitoring and informal
progress monitoring should frame PST
discussions.
Graphs of formal progress monitoring
should be viewed in the context of work
samples and other classroom-
generated data.
Mega 2011 - Gibbs 32
(7) Collecting formal progress monitoring data
Formal progress monitoring data should be
collected for each student participating in
interventions.
Minimum progress monitoring frequency should
be a district-wide decision
Generally, the classroom teacher should
conduct formal Tier 2 progress monitoring
for students who are not also in Tier 3
interventions.
The Tier 3 intervention teacher should
conduct formal progress monitoring for
students receiving Tier 3 intervention
Data from formal progress monitoring should be
recorded on the SID form and brought to the PST
meetings.
Mega 2011 - Gibbs 33
(7) Some documentation shortcuts!
If student is in tier 2 and tier 3 interventions,
progress monitor (PM) and do SID form in tier 3
only?
Explain system policy that all tier 3 students
automatically receive tier 2 support in all
classes.
Teachers “turn in” data-based groups for
each period.
Document provision of Tier 2 through
walkthroughs
If student is in tier 2 only, PM and do SID form
only 1 time each day (second period)?
Mega 2011 - Gibbs 34
Turn and Talk: Share
your 3-2-1 foldable with
someone near you
Mega 2011 - Gibbs 35
Tools to facilitate
instruction and intervention
Mega 2011 - Gibbs 36
Some VERY Useful Websites for
INDEPENDENT Reviews!
What Works Clearinghouse (WWC)
http://ies.ed.gov/ncee/wwc/
Best Evidence Encyclopedia (BEE)
http://www.bestevidence.org
Promising Practices Network (PPN)
http://www.promisingpractices.net/default.asp
National Center on Response to
Intervention
www.rti4success.org
Mega 2011 - Gibbs 37
Scientific Research-Based
Mathematics Instruction
and Intervention
Mega 2011 - Gibbs 38
National Mathematics Advisory Panel Report
(2008)
In mastering whole numbers,
fractions and geometry and
measurement; students need to gain:
1. Conceptual understanding
2. Computational fluency
3. Problem solving
Mega 2011 - Gibbs 39
WWC Practice Guide – Assisting
Students Struggling with Mathematics:
RTI for Elementary and Middle Schools
Recommendation 1. Screen all students to identify
those at risk for potential mathematics difficulties
and provide interventions to students identified as
at risk.
Recommendation 2. Instructional materials for
students receiving interventions should focus
intensely on in-depth treatment of whole numbers
in kindergarten through grade 5 and on rational
numbers in grades 4 through 8. These materials
should be selected by committee.
Mega 2011 - Gibbs 40
WWC Practice Guide – Assisting
Students Struggling with Mathematics:
RTI for Elementary and Middle Schools
Recommendation 3. Instruction during the
intervention should be explicit and systematic.
This includes providing models of proficient
problem solving, verbalization of thought
processes, guided practice, corrective feedback,
and frequent cumulative review.
Recommendation 4. Interventions should include
instruction on solving word problems that is
based on common underlying structures.
Mega 2011 - Gibbs 41
WWC Practice Guide – Assisting
Students Struggling with Mathematics:
RTI for Elementary and Middle Schools
Recommendation 5. Intervention materials should
include opportunities for students to work with
visual representations of mathematical ideas and
interventionists should be proficient in the use of
visual representations of mathematical ideas.
Recommendation 6. Interventions at all grade levels
should devote about 10 minutes in each session to
building fluent retrieval of basic arithmetic facts.
www.interventioncentral.org
Mega 2011 - Gibbs 42
WWC Practice Guide – Assisting
Students Struggling with Mathematics:
RTI for Elementary and Middle Schools
Recommendation 7. Monitor the progress of
students receiving supplemental
instruction and other students who are at
risk.
Recommendation 8. Include motivational
strategies in tier 2 and tier 3 interventions.
Mega 2011 - Gibbs 43
Content of Math Interventions
DWW website provides an overview of
what research has demonstrated in
terms of the essential content of math
interventions.
Content of Math Interventions video clip
NCTM Guidelines for Review of Math
Interventions
Mega 2011 - Gibbs 44
Some WOW math websites!
http://www.matti.usu.edu/ma/nav/bb_dlib.jsp
Interactive online activities
http://www.oci-sems.com
OtterCreek math products – Mastering Math
Facts and Word Problems Made Easy !!!!!
Can download free directions for program
implementation!!!
http://www.dadsworksheets.com
Materials
needed for Mastering Math Facts and
Word Problems Made Easy
Mega 2011 - Gibbs 45
Some WOW math websites!
http://www.learner.org/courses/learningmath/
Awesome PD site for teachers!
http://www.pballew.net/etyindex.html
Math vocabulary
http://illuminations.nctm.org/Lessons.aspx
NCTM amazing standards-based lessons and
materials!
Mega 2011 - Gibbs 46
Tier 2 Literacy
Intervention: Grades K-3
Mega 2011 - Gibbs 47
Effective Tier 2 Literacy Intervention
A standard treatment protocol may be
a good option at this level.
Use screening criterion to determine
student’s need for Tier 2 intervention.
Provide a broad-based intervention
which will meet the needs of at least 75
percent of your struggling readers.
Mega 2011 - Gibbs 48
Research analysis illustrates that all highly
effective Tier 2 interventions emphasize:
phonological awareness
decoding, and word study
guided and independent reading of
progressively more difficult text
writing exercises
engaging students in practicing
comprehension strategies while reading
text
(Scammacca, et al., 2007)
Mega 2011 - Gibbs 49
Intervention studies illustrating
examples of effective Tier 2 options….
Mega 2011 - Gibbs 50
Early Interventions in Reading
(Torgesen and Mathes, 2005)
120 lessons, 40 minutes, 3-5 students.
Mathes, et al 2005 study ….
Excellent gains after 91 hours of instruction.
Only 1% of the students were reading below
the average range (30th percentile)!
Intervention students had steeper rates of
improvement than typical readers on word
reading, passage fluency, and phonological
awareness.
Published by SRA.
Mega 2011 - Gibbs 51
Responsive Reading Instruction
(Denton and Hocker, 2006)
40-minute lessons; 3 students.
Mathes, et al 2005 study ….
Excellent gains after 91 hours of instruction.
Only 7% of the students were reading below
the average range (30th percentile)!
Intervention students had steeper rates of
improvement than typical readers on word
reading, passage fluency, and phonological
awareness.
Published by Cambium Learning.
Mega 2011 - Gibbs 52
Tier 2 Strategy–Based
Interventions: Grades 4-12
Mega 2011 - Gibbs 53
Grades 4-12 Tier 2 Strategies
•Strategies which are utilized in both
Tier 1 and Tier 2 for grades 4-12 must
be grounded in research.
•Research provides clear evidence of
what works
•Marzano’s High Impact Strategies
•Get everyone to use the “Magnificent
Seven” strategies while they are
reading.
Mega 2011 - Gibbs 54
Magnificent Seven
(Pearson, et al., 1992)
1. Making connections to prior
knowledge
2. Inferring and predicting
3. Asking questions
4. Determining important ideas and
summarizing
5. Visualizing
6. Synthesizing and retelling
7. Monitoring and clarifying
understanding of text and vocabulary
Mega 2011 - Gibbs 55
Specific Examples of
Strategy-Based
Interventions
Mega 2011 - Gibbs 56
Partner-Assisted Learning Strategies (PALS)
Fuchs and Fuchs
Use in all content areas
Students alternate being the reader or the
coach
K-PALS - letter-sound correspondence, decoding,
phonological awareness, and sight words
1-PALS – decoding and reading fluently
2-6 PALS – fluency and comprehension
WWC percentile point gains
Alphabetics = 19
Comprehension = 13
Fluency = 13
Mega 2011 - Gibbs 57
Classwide Peer Tutoring (CWPT)
supplemental reading skill practice and to
be incorporated into any core reading
program
teacher matched pairs of students work
on specific reading skill development with
students alternating roles between tutor
and tutee
WWC percentile point gains
General reading achievement = 14
Mega 2011 - Gibbs 58
Project CRISS (Creating Reading Independence
through Student-owned Strategies)
12-18 hour professional development program
Focus is to teach students how to
interact with text
understand text structure
have productive discussions
engage actively in learning processes
organize for learning
write to learn
write reports and essays
learn new vocabulary
WWC percentile point gains
Comprehension = 20
Mega 2011 - Gibbs 59
Specific Examples of
Learning Strategies
Mega 2011 - Gibbs 60
Think Aloud – Powerful for
differentiating!
1. Read a selection aloud to the class
(or to a small group in the class)
2. Orally describe the thinking going
on in your head as you make sense
of the text.
3. As you prepare to do this, you might
use sticky notes as prompts.
4. Can teach students how to do this
also.
Mega 2011 - Gibbs 61
Cooperative and Partnered Learning Tools
(Rozzell & Scearce, 2009)
Jigsaw Modified
Divide text (or math problems) into 4 segments
and have 4 students in each group (Home team)
Students number off 1-4 and then regroup by
those numbers (expert team).
1’s discuss/work segment 1, 2’s discuss
segment 2, etc.
Home team group reconstitutes and each
segment is then discussed
Design an assessment to see how well the
groups acquired the information from the
62
various sections Mega 2011 - Gibbs
Vocabulary Strategies
Marzano’s Six steps
Introduce the term authentically
Have student restate the meaning in their
own words
Use / create visuals
Get to a deeper understanding
(associations, connections, etc)
Vocabulary discussions
Word play
Vocabulary Visual Word Association (VVWA)
Mega 2011 - Gibbs 63
Reading Comprehension: Active
Reading Strategies
Before strategies
Set the stage
Assess and build content knowledge
During strategies
Metacognition
Support and monitor comprehension
After strategies
Review, organize
Evaluate, extend, and transfer content
knowledge
Mega 2011 - Gibbs 64
ABC Graffiti (Rozzelle & Searce, 2009)
Present the topic of the brainstorm to the students.
Students list all the letters of the alphabet down a
sheet of paper, leaving room beside each letter to
write out the rest of a word or phrase.
Students work individually thinking of as many
words as they can that are associated with the
topic and write the words beside the appropriate
letters.
After a few minutes, let the students pair up or
work in small groups to fill in blank letters they
have not yet completed.
Allow students to share with the entire class
possible terms for the different letters of the
alphabet.
Mega 2011 - Gibbs 65
Cornell Note-Taking (Allen, 2004)
Provide Cornell Note-Taking form or
folded paper
Read text and model for students the
notes you would take while reading
that text
Develop questions that the notes
would answer
Use notes and questions to
summarize the main ideas in 2-3
sentences.
Mega 2011 - Gibbs 66
Free Graphic Organizers
http://wrhs.pasco.k12.fl.us/wordpop/WordPOP
http://www.dinah.com/manipulatives.php
http://foldables.wikispaces.com/Foldables
http://pages.sbcglobal.net/cdefreese/foldables/
http://www.readingquest.org/strat/home.html
http://go.solution-tree.com/literacy/
Mega 2011 - Gibbs 67
Content Literacy Strategy Resources
Power Tools for Adolescent
Literacy (2009) by Jan
Rozzelle & Carol Scearce
Strategies for engaging
students
Comprehension strategies
(before, during, and after)
Vocabulary strategies
Strategic learning
Website with free
downloadables
Go.solutions-tree.com/literacy
Mega 2011 - Gibbs 68
Content Literacy Strategy Resources
Inside Words: Tools for
Teaching Academic
Vocabulary Grades 4-
12 (2007) by Janet
Allen
22 vocabulary
strategies with
examples for use in
secondary content
classes
Includes a CD with
graphic organizers.Mega 2011 - Gibbs 69
Content Literacy Strategy
Resources
Tools for Teaching
Content Literacy
(2004) by Janet
Allen
15 before, during,
and after strategies
for use in content
classes (with
examples)
Mega 2011 - Gibbs 70
Content Literacy Strategy
Resources
More Tools for
Teaching Content
Literacy (2008) by
Janet Allen
More than 20
additional strategies
with graphic
organizers for easy
implementation.
Mega 2011 - Gibbs 71
Anticipation Guide
Revisited
Mega 2011 - Gibbs 72
THANK YOU!
RTI for Early Readers: Implementing
Common Core Standards in Your K-5 RTI
Model (LRP, 2011)
RTI for Middle and High Schools: Strategies
and Structures for Literacy Success
(LRP,2008)
Leading the Dyslexia Challenge: An Action
Plan for Schoolwide Identification and
Intervention (LRP, 2004)
gibbsdenise@aol.com
Mega 2011 - Gibbs 73
