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mimijojo's Message:

RTI is a general education initiative; this funding is turned over to a general education team to fund the general education effort to teach everyone to read - in other words, to fund the three tiers of the RTI intervention. tier 1, tier2 and tier 3 all these procedures to help students to read or old students who have reading difficulties.

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Discussion Review (newest messages first)
r9miles 07-18-2018 07:42 PM

What state are you in? I am a literacy consultant that is seeing many school implementing LLI and I have never felt it appropriate K-2 for intervention. It seems to be considered the panacea here!

Rdng_Tchr 06-25-2018 03:05 PM

I appreciate the input. Anyone else what to share a program they really like and feel hits the target in this area of instruction?

SweetTea 06-22-2018 05:51 AM

Your expertise and giving suggestions. I appreciate your insight.

Haley23 06-21-2018 04:50 AM

Haley23, could you share the phonics based programs your is now using
In Kindergarten we are using Sounds Sensible, which is mostly a phonological awareness program developed by the Wilson company. We didn't get the materials until January, so at that point I felt like it moved a little too slowly for a lot of my kids. I think we'll be a lot more successful this school year being able to start with it right away at the beginning of the year.

We also found that we really needed to beef up the letter name/sound instruction for our kids. Sounds Sensible does some of that, but not at the level our kids needed.

For tier 3 in 1st-3rd, we were using SPIRE, which is also connected to Sounds Sensible. They bill it as a "comprehensive program," but it's 90% phonics.

For tier 2, we use 95% Group. It's very explicit and systematic phonics instruction with decodable passages included for each lesson. If you have the authority/money to get one thing, this is what I'd recommend for a title 1 program. It moves a little faster than the SPIRE lessons, the lessons are only 30 minutes, and although it's technically supposed to be "tier 2" a few of my sped groups were successful with it. IMO the lessons are also more engaging than the SPIRE lessons.

I really did not like LLI. It's not systematic nor intensive enough for kids with true reading needs, IMO. Although I haven't done a lot of digging into this myself, a lot of the PD we've had in the past couple years has said that Fountas and Pinnel is really not research based and that the "levels" are pretty arbitrary. The state has even said that DRA-2 is no longer an approved assessment.

Although we truly do teach a lot of phonics tier 1, for whatever reason decoding has always been a huge need at my school. At least half of our kids really, really struggle with learning how to read and need very direct, systematic and explicit phonics instruction. LLI just doesn't provide that. I could see it working for kids that have very few reading needs and would just benefit from a little extra exposure to reading. In my building, those kids aren't the ones being referred for intervention because we have so many needy kids. We've actually talked about giving our LLI kits to classroom teachers who need more guidance with general ed guided reading groups because we feel LLI is more appropriate for that setting.
SweetTea 06-21-2018 04:27 AM

I am moving from a classroom to Title I as well. I started out in Title I my first year and then moved to a classroom to gain experience there. I am following this post with interest.

I have a few questions too. Haley23, could you share the phonics based programs your is now using? They also use LLI, but as a classroom traxher, I felt it did not work for all students. Many with phonemic awareness and phonological awareness issues did not seem to make the gains I hoped. I taught third grade so I felt there were things that should have been addressed in K-2, but were missed by LLI instruction.

To another poster:: Whats the CORE survey include? I googled it, but couldn't find solid information. I am interested in finding tools to improve Title I where I am going. Unlike Rdng-Tchr, the teacher who preceded me developed an awesome program....I hope to add to it!

Thanks for sharing. I love proteacher and how we help one another!

Rdng_Tchr 06-03-2018 06:13 PM

Thank you all so much for your guidance and advice! The websites look like they will be a big help.

mimijojo 06-03-2018 09:11 AM

RTI is a general education initiative; this funding is turned over to a general education team to fund the general education effort to teach everyone to read - in other words, to fund the three tiers of the RTI intervention. tier 1, tier2 and tier 3 all these procedures to help students to read or old students who have reading difficulties.

luvtulearn 06-02-2018 05:21 PM

As previous posters stated rti is a process that shifts educational resources that are allocated for instructional academic or behavioral interventions. Title 1 funds can help the Title 1 teachers set the goals, assess, monitor progress, and instruct students within the multi-tiered leveling of rti.

--In my school grades 2,4,and 5 use the tiered leveling of the rti model for reading intervention and the other grade level groups use a hybrid type model of rti. All of these group interventions take place during the allocated time when the Title 1 reading teacher is present in the room to assist with the lowest tier group .

The first link has some great ideas and the others helped put things in proper perspective for me.

hope these help

WGReading 05-31-2018 06:18 PM

My answer was going to be similar to the previous response. Title I is a federal program that provides funding for at risk students. In my district, we have reading interventionists and paras that are funded through Title I or our state's program that is similar, or sometimes a combination of both. We have to document which students are being seen by those teachers and how we determined that they are at risk.

RTI (part of MTSS) is a model for providing interventions. The ultimate goal when RTI started was to limit SPED referrals and IEPs by providing effective tiered interventions. There are lots of books and online resources that can teach you about RTI.

In my experience, based on things I've seen in my district and learned at RTI trainings, RTI is sort of like PLCs in that people interpret what that means and what it looks like it lots of different ways. It is difficult (personnel resources and time) to establish an RTI program "with fidelity".

My advice to you would be to find out how your school identifies at risk students and make sure you are very familiar with those measures. We also use diagnostic inventories (QRI or CORE Survey) to pinpoint areas of need, which helps in forming groups and setting goals and timelines for interventions. It will also help you pinpoint what types of materials to use and lessons to develop.

Best of luck to you!

ETA: Most often what I have seen when someone is "in charge of RTI" is that it includes not only the intervention groups, but also if your school does any kind of leveled reading groups, you would be overseeing that as well. That is what RTI was when I took over as the reading specialist at my school (my principal has no reading background and the reading specialist before me ended up in the position because of seniority but didn't know anything about RTI). We used DIBELS and MAP to place students into leveled reading groups - I was "in charge" of collecting all of the student data on a spreadsheet, sorting it out, and then leading the meeting to set the groups, and making changes if teachers felt they were needed. That isn't actually true RTI, but it is sort of the first step towards getting to an RTI model. We have since transitioned from that to pretty close to what RTI was intended to be, so it's possible to get there even if you are going in to a system that isn't super effective if your administration is open to ideas.

Rdng_Tchr 05-31-2018 09:57 AM

Thank you! You have helped to clarify some things for me. We are a small, rural school, and I am IT for about 90 students K-5. Sixth grade has a separate Reading class. I would only be progress monitoring them using DIBELS and giving that information to their reading teacher.
I really like handbooks and "how-to" information. lol. It is nice to know if you are on track and have something by which to measure it. I am working on networking with some Title 1 teachers in my area to get some ideas from them.
The former teacher threw away the only scripted curriculum that we had. I believe she mostly coordinated with the classroom teacher and reinforced what was being taught in the regular classroom. There are resources like leveled readers in the room and I will utilize them. I am also taking an online course this summer on teaching reading to give me some more tools for my toolbox, and sharpen my memory of the process. I think my superintendent would be open to buying a formal curriculum, but I am unsure yet what I would want to use.
I will look more at our state education website and do some more research. Thank you so much!

Haley23 05-31-2018 09:10 AM

I would not say RtI is an intervention in itself, but a framework for intervention. FWIW, RtI is now called MTSS (Multi Tiered Systems of Support) around here. Different states can choose to do things differently, but in my state MTSS is required prior to identifying a student with a learning disability. Lack of response to research based interventions is one of the main qualifiers for LD on our eligibility pages.

Typically, title 1 operates within MTSS because the title 1 teachers are providing interventions. I don't know that you'll find a website/book that says, "This is how you do title 1." IME, each school handles this differently. Do you have a reading program to use? In my area, title teachers often use scripted programs. LLI (Leveled Literacy Intervention) is a popular choice around here. This year, our school gave up LLI in favor of phonics-based interventions.

At my first school, title 1 was considered "tier 2." Kids had to do at least 2 6 week cycles in title 1. If data showed no progress, they were moved to me as (as the sped teacher) to be a "guest" in one of my groups. If they made enough progress, they went back to tier 2. If not, they were were referred for a sped eval. The schools I've worked in have used DIBELS or AIMSweb to measure progress and kids that are "red" are progress monitored weekly.

At my current school, things are much messier because my school actually has more intervention teachers (apparently we're not supposed to say "title 1 teacher" anymore , but that's what they are) than sped teachers. The difference between tier 2/tier 3 is time and intensity. For example, a tier 2 group might be 30 minutes while a tier 3 group might be 45-60 minutes. The tier 3 group should also be smaller. I do tier 3, but because of the way our school is staffed the interventionists do tier 2 and tier 3 also.

Your state may have some guidelines about what MTSS should look like. You may also want to see if there is another school in your district that has a more well defined process that you could emulate at your school. If it's typical in your district for title teachers to be in charge of MTSS, reach out to the other teachers and see if they have any ideas for you. Is there anyone at the district level in charge of title 1? That person may be a resource also. I think it would be really hard to kind of go in blind and be in charge of it.

Rdng_Tchr 05-31-2018 07:32 AM

I will be moving from classroom teacher to Title 1 Teacher (K-6) in a small rural school next year. The previous teacher in this position was only willing to do the bare minimum, as she was approaching retirement. There are some things about the past program that have not been what they should be. I'm not trying to be hateful, I am trying to just state facts. My principal has told me she wants things to be different, but I'm not sure she has a solid grasp on what she actually wants to BE different. She is good to give us freedom within our area to develop our programs as fit our personalities, within certain guidelines. She is not a micro-manager, in other words. So, I do not have a great model to follow.
With that being said, I am hoping someone can point me in the right direction. Where do I find information that outlines the requirements of the Title 1 program? Is there a good website or book?
I also will be in charge of RtI. I have been researching and cannot find information on how these two programs are connected. Is RtI under the umbrella of Title 1, or is it a different program altogether? Is it a REQUIRED federal program? I do understand the RtI model of three tiers. Is that model REQUIRED or SUGGESTED? How do Title 1 and RtI operate both individually and separately?
Both Title 1 and RtI are intervention programs, so what is the difference between them and how do they work together?
Any guidance is appreciated! Thank you in advance!

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