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Flexible Grouping as a Differentiated Instruction Strategy - TeachHUB

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Knowing how to best meet all learning needs in your class is vital for student success. Explore flexible grouping as a differentiated instruction strategy.

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Numberfly: Early Math Fluency Probes. Numberfly is a free application from Intervention Central that allows educators to create CBM progress-monitoring probes of 3 types that assess students' developing numeracy skills: Quantity Discrimination, Missing Number, and Number Identification.

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Every kid needs a champion | Rita Pierson | TED

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Response to Intervention: A Tiered Approach to Instructing All Students

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RtI offers students multiple levels, or tiers, of evidence-based instruction & interventions. At each tier in the framework, students receive effective, differentiated instruction. The intensity of instruction at each tier will vary depending on students' learning needs.

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Response to Intervention (RtI) is an approach that schools use to help all students, including struggling learners. The RtI approach gives Texas students opportunities to learn and work at their grade level. The idea is to help all students be successful.

Students who may have a disability should be referred for a full and individual evaluation for special education services. States and LEAs have an obligation and requirement under federal law (34 CFR § 300.111 Child Find) to see that evaluations of children suspected of having a disability are not delayed or denied because of schools using an RtI strategy. The Office of Special Education Programs (OSEP) clarified this issue.

The following sections provide more information:

Headstart and RtI

The Individuals with Disabilities Education Act (IDEA) does not require or encourage a school to use an RtI approach before a referral for evaluation. A Head Start program may refer a student for evaluation to determine if the student is eligible for special education and related services. When a school receives a referral from a Head Start program, the school must begin the evaluation process to determine if the child has a disability. The IDEA and its regulations at 34 CFR §§300.301-300.311 specify the requirements that public schools (not non-LEAs such as other community-based early childhood programs) must use to conduct an initial evaluation to determine if a child has a disability under Part B. For additional information, see Head Start letter.

Behavior and RtI

RtI is also a way to address behavioral concerns. The Texas Behavior Support Initiative is a resource designed to build capacity in Texas schools for them to provide positive behavioral interventions and supports (PBIS) to all students. PBIS uses a range of school-wide and individualized strategies to achieve social and learning results. Problem behaviors are reduced and students learn. For more information, see Positive Behavior Support.

Coordinated Early Intervening Services

A school may choose to fund a campus RtI program using Coordinated Early Intervening Services (CEIS) funds. CEIS funds may be used to provide services to students who are not currently identified as needing special education or related services. These students need additional academic or behavior support to succeed in general education program in kindergarten through grade 12 (with emphasis on student in kindergarten through grade 3). See Coordinated ;Early Intervening Services (EIS) Guidance for CEIS funding information.

RtI Blueprints

The National Association of State Directors of Special Education (NASDSE) and the Council of Administrators of Special Education believe there is a need for additional guidance to help school administrators focus on the parts of a framework or blueprint in order to implement RtI. These documents provide that guidance to assist districts and schools as they establish effective RtI programs. The Texas Education Agency expresses its appreciation to NASDSE for extending permission for allowing additional state and national resources to this state-specific version to support RtI implementation in Texas schools. This document includes current Texas resources in blue.

Response to Intervention Blueprints: District Level Edition Texas Version May, 2010

Response to Intervention Blueprints: School Building Level Edition Texas Version May 2010

Learning Disability Eligibility

Schools may choose to use an RtI process as one of a variety of measures for evaluating students for learning disability (LD) eligibility. The use of RtI in determining LD eligibility was included in the reauthorization of the IDEA of 2004 due to concerns with models of LD identification that use IQ tests. Additional information regarding the use of RtI in determining LD eligibility is available in a question and answer format from OSEP. In addition, guidance regarding evaluation of LD may be found at Response to Intervention (RtI) and Learning Disability (LD) Eligibility.

State Resources

Below are links to state resources:

Statewide Leadership Functions and Projects

Below are links to statewide leadership functions and projects which have information about RtI:

Institutes of Higher Education

The University of Texas in Austin and the University of Houston have information about RtI:

National Resources

These are national resources regarding RtI:

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Response to Intervention (RtI) is an approach that schools use to help all students, including struggling learners. The RtI approach gives Texas students opportunities to learn and work at their grade level. The idea is to help all students be successful.

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AVMR - Add+VantageMR® Professional Development

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The Add+VantageMR® program by Math Recovery® focuses on K-5 classroom assessment, collaborative teaming, informed instruction, and taking learning beyond the classroom.

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Introduction to the Texas Early Mathematics Inventory (TEMI) Assessment Measures (PDF of presentation) | Building RTI

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2007 presentation providing an introduction to the Texas Early Mathematics Inventories, or TEMI.

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TPRI is a highly reliable early reading assessment designed to identify the reading development of students in kindergarten through third grade.

This diagnostic instrument is an easy to use one-on-one assessment, which helps teachers provide targeted instruction so that students improve as readers. The TPRI benchmark assessment is given 3 times per year. At all four grade levels, the TPRI consists of both a screening section and an inventory section.

Screening Section

The screening section of the TPRI is a brief assessment for identification of students who may be at risk for reading difficulties. Its primary purpose is to predict for teachers which of their students may need additional or intensive reading instruction in order to meet their grade level goals. The screening section also allows teachers to quickly gather information on students who are Still Developing (SD) important reading concepts in certain areas and would benefit from additional instruction.

The skills assessed on the screening tasks for different grade levels and times of year are illustrated on the following chart:

Inventory Section

The Inventory Section of the TPRI allows teachers to acquire more data to help match reading instruction with specific student needs. This additional information can assist teachers and administrators as they assemble educational resources and plan the most effective instruction possible for students. All portions of the inventory are administered with students who score Still Developing (SD) on the screening section. For Kindergarten and Grade 1 students who score Developed (D) on the screening section, the PA and GK portions of the Inventory Section are optional.

The skills assessed on the inventory for the different grade levels and times of year are illustrated on the following chart:

Additional Tools

Information derived from the TPRI will assist teachers in planning targeted instruction for their students. There are many additional TPRI tools available to help teachers. For example, there are tools that help teachers analyze data, identify students for intervention, and group students for differentiated instruction. Also included is an Intervention Activities Guide, a teacher-friendly resource that includes hundreds of activities designed to help teachers target the needs of students.
Download the full Intervention Activities Guide
Blackline Masters

Some activities have associated Blackline Masters available as PDF files to download, print out, and use in your lessons. All activities open in a new window; some activities open in the CIRCLE Activity Collection.

About TPRI

How was the TPRI Developed?

The current TPRI is the product of more than 10 years of development and studies conducted with more than 15,000 Texas students. Decisions about the modification of the TPRI have been made using data collected in recent studies of students, along with feedback from classroom teachers, and school and district administrators. While the TPRI maintains the overall design of previous versions, with separate Screening and Inventory Sections, the Screening Section has been revalidated at kindergarten, first and second grade, and many screening items have been replaced. The Inventory Section features an additional Word Reading task at each grade level and new items throughout, along with new stories and comprehension questions. The latter are the result of a rigorous development process roughly divided into two broad stages: 1) Story Development and 2) Story Piloting and Research.

New stories were written and studied for inclusion in the current TPRI. Representing a range of difficulty levels for each grade and written on a variety of topics of interest to students, the stories conform to specific guidelines for children's literature. They were written to conform to specific word-level features based on what's taught at each grade level. Narrative stories were written to include the following elements:

Main character(s) - Who or what the story is mainly about.

Setting - Where and when the story happens.

Problem - What the main character wants or the problem that has to be solved.

Major events - Most important things that happen to solve the problem.

Outcome - Whether or not the problem is solved.

Expository texts that conform to informational text structure also were included. To determine what is typically taught, several reading series, district curriculum guides and reading standards (Texas Essential Knowledge and Skills, or TEKS, in Texas) were consulted. As a result, allowable word-level features do not reflect any one publisher's or district's scope and sequence, but rather the reading standards. After the stories were written, readability and lexile formulas were run.

Story Piloting and Research

Once written, the new stories were tested in a pilot study of about 3,000 Texas students. The study examined how accurately students read the stories orally, the fluency rate at which students read them and how well students were able to answer comprehension questions about the stories. (Kindergarten stories were read to kindergarten students.) Stories were selected from among those piloted based on which were most reliable in assessing accuracy, fluency and comprehension across all students who read (or listened to) the stories.

Grade Equivalents for TPRI Stories

TPRI is not a norm-referenced instrument, so the stories do not have grade equivalents or percentile ranks. In the early grades, grade-equivalent scores are highly unreliable. Instead, TPRI is criterion referenced. With respect to the stories, this means the phonic elements and story grammar elements increase in difficulty from grade 1 to 2. In grade 2, the vocabulary level also is higher and the sentence structure more complex. It's unreliable to think in terms of grade equivalents, because a student who reads at the Frustrational Level on Story 1 at the beginning of the year, may read at grade level by the end of the year due to excellent instruction.

For more in-depth information about TPRI and how it was developed, please contact us.

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The Children's Learning Institute is the pre-eminent source for proven clinical and educational programs covering early childhood through late teens. Our learning solutions are derived from and supported by documented research started in 1990.

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Welcome to the Fountas & Pinnell Literacy™ Community

Designed for teachers, literacy leaders and district administrators - Make fountasandpinnell.com your daily literacy retreat to reflect, recharge, research, and redefine your literacy instruction.

Become a member and gain exclusive access to tools, resources, conversations, videos, tips, inspiration, transformative thinking and so much more.
Join Today for Free!

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Fountas and Pinnell Information and Teacher Community

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Welcome to the Fountas & Pinnell Literacy™ Community Designed for teachers, literacy leaders and district administrators - Make fountasandpinnell.com your daily literacy retreat to reflect, recharge, research, and redefine your literacy instruction. Become a member and gain exclusive access to tools, resources, conversations, videos, tips, inspiration, transformative thinking and so much more.

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Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.

For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:

High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.

Ongoing student assessment. Universal screening and progress monitoring provide information about a student's learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students' instructional needs are based on multiple data points taken in context over time.

Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.

Parent involvement. Schools implementing RTI provide parents information about their child's progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.

Each of these essential components is addressed in the "Include Essential Components" section of this Web site.

Though there is no single, thoroughly researched and widely practiced "model" of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions. The Three-Tier Model is described below.

Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions

Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being "at risk" through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.

The online drug ordering system provides for checking the availability of a prescription, this is done so that teenagers cannot buy cheap generic Viagra and abuse the dosage of the drug.

Tier 2: Targeted Interventions

Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier 3: Intensive Interventions and Comprehensive Evaluation

At this level, students receive individualized, intensive interventions that target the students' skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision.

It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education.

In addition to variations in the tiers used to deliver RTI services, schools use different approaches in implementation, such as problem-solving, functional assessment, standard protocol, and hybrid approaches. Although there are many formats for how a school might implement RTI to best serve the needs of its students, in every case RTI can be a school-wide framework for efficiently allocating resources to improve student outcomes.

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Learn more about how Response to Intervention (RTI) helps students succeed.

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rti in middle school classrooms: proven tools and strategies

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RTI in Middle School Classrooms: Proven Tools and Strategies [Kelli J. Esteves Ed.D., Elizabeth Whitten Ph.D.] on Amazon.com. *FREE* shipping on qualifying offers. RTI in Middle School Classrooms provides practical, research-based instructional techniques and interventions-geared especially to middle school teachers and administrators-that target and address specific needs of individual students.

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Based upon the premise that problems need to be matched to targeted interventions that remediate deficit skills this book provides very concrete suggested activities at each of the 3 Tiers for the following areas: Auditory Processing,Visual Processing , Language, Reading, Math, Spelling and Behav...

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Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Essentials of Psychological Assessment) [David A. Kilpatrick] on Amazon.com. *FREE* shipping on qualifying offers. Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical

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Children's needs differ so vastly that a single program designed to support numerous students can only do so much. More than anything else, your students need you to use your professional expertise to unravel their needs and to plan instruction that is directly responsive. -Gretchen Owocki The RT...

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Fountas & Pinnell Leveled Literacy Intervention: Lesson Guide (Green System, Levels A-J, Lessons 61-110, Volume 2)

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