Home > Reading, Spelling/Vocabulary, Study Skills, Writing > Are You Ready for RtI?

Are You Ready for RtI?

3 Phonics and Spelling Videos

Phonics and Spelling Videos

Are you ready for RtI? Response to Intervention is the collaborative model of decision-making and curricular intervention regarding students with special instructional needs. Although RtI sprang from Special Education in the early 2000s as an alternative screening and delivery mechanism to the then-predominant “discrepancy between ability and achievement” model, the approach gained legitimacy after the revisions of the Individuals with Disabilities Education Act in 2004. Since then, the RtI model has gained buy-in from influential educational authors and general education stakeholders as a comprehensive approach to identify students needing intervention via research-based diagnostic assessments, to provide flexibly tiered instruction to meet their instructional needs, and to monitor their progress. Students who do not show a positive response to such interventions are tested to determine if they qualify for special education services.

Of course, the RtI model presupposes collaboration from all stakeholders in a school and/or district. All-too-often, this presupposition has doomed RtI at some school sites and in some districts from the get-go. Jumping into RtI and the three-tier instructional delivery model without first addressing legitimate concerns and before gaining stakeholder consensus has given a black-eye to a promising means of delivering a truly first-class education to all children. A related article, Ten Reasons Teachers Avoid RtI Collaboration, details the most common concerns regarding RtI and its collaborative model. Following is an anonymous survey, using these ten reasons, to be administered at the opening exploration of RtI implementation to gauge RtI readiness of a teaching staff and its administration.

How Would You Rate Your Educational Modus Operandi (M.O.) on this 1-5 Likert Scale?

  1. Autonomous (I basically do my own thing)-Collaborative (I plan and implement instruction according to grade-level team or department consensus)
  2. Not Confident of Abilities (I either don’t have the requisite skills set or knowledge that my colleagues seem to have)-Confident of Abilities (I more than hold my own compared to my colleagues)
  3. Job Insecurity (I am often worried about retaining my job)-Job Security (I never worry about retaining my job)
  4. Castle-keeper (I am very protective about maintaining my program)-Open House (I am open to changing my program or courses I teach)
  5. Content focused (I exclusively teach grade-level standards and content)-Process/Skills focused (I focus instruction on process objectives and skills acquisition)
  6. Concerned about Standardized Test Results (I am often worried about the results of my students’ standardized test scores)-Unconcerned about Standardized Test Results (I am never worried about the results of my students’ standardized test scores)
  7. Lazy, Burned-out, or Checked-out (I often feel this way)-Motivated (I am extremely motivated to improve the quality of my instruction)
  8. Anti-Change (I am resistant to trying new instructional approaches)-Pro Change (I am ready to try new instructional approaches)
  9. Adverse to Differentiated Instruction (I do not differentiate, adjust, or individualize instruction)-In favor of Differentiated Instruction (I want to differentiate, adjust, or individualize instruction)
  10. Has No Support or Curricular Resources to Differentiate Instruction (I do not have the support, time, or curricular resources to modify instruction)-Has Support and Curricular Resources to Differentiate Instruction (I do have the support, time, or curricular resources to modify instruction.



Each of the above resources is included for teachers to review components of my two reading intervention programs. Click on the provided links to view video overviews and to download sample lessons.

Intervention Program Science of Reading

The Science of Reading Intervention Program

Pennington Publishing provides two reading intervention program options for ages eight–adult. The Teaching Reading Strategies (Intervention Program) is a full-year, 55 minutes per day program which includes both word recognition and language comprehension instructional resources (Google slides and print). The word recognition components feature the easy-to-teach, interactive 5 Daily Google Slide Activities: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spelling Independent Practice 4. Heart Words Independent Practice 5. The Sam and Friends Phonics Books–decodables 1ith comprehension and word fluency practice for older readers The program also includes sound boxes and personal sound walls for weekly review.  The language comprehension components feature comprehensive vocabulary, reading fluency, reading comprehension, spelling, writing and syntax, syllabication, reading strategies, and game card lessons, worksheets, and activities. Word Recognition × Language Comprehension = Skillful Reading: The Simple View of Reading and the National Reading Panel Big 5.

If you only have time for a half-year (or 30 minutes per day) program, the The Science of Reading Intervention Program features the 5 Daily Google Slide Activities, plus the sound boxes and personal word walls for an effective word recognition program.


Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Reading, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , ,

  1. No comments yet.
  1. No trackbacks yet.