RtI begins with an effective classroom structure that allows teachers to provide research-based, differentiated instruction. To provide students with the tools they need for success, a teacher needs a well-equipped toolbox.

1. Session One
Comprehensive Literacy &
Differentiated Instruction:
Sixty minutes in an RtI based
classroom
Tools & Techniques for your Toolbox
Tim Irish & Amina Iqbal
Universal American School of Kuwait

2. By the end of this session, SWBAT:
 Compare, contrast and analyze one balanced
literacy model with your own classroom model.
 Use formative assessments to monitor and
encourage student use of effective reading
strategies.
 Use one norm-referenced CBM to inform
instructional interventions needed for individual
students in an elementary classroom.
 Willingly suspend our disbelief in order to sit
down next to our children to think about where we
are, where we want to go, and how to get there.

3. Tools:
• ORF – Oral Reading Fluency Test – Ms. Iqbal
• Independent Reading Records – Mr. Irish
• Class record sheet
Techniques:
• Centers / Stations / Rotations
• Team Teaching
• Guided Reading / Modeling / Strategy Instruction
• Fluency instruction – Choral reading, echo
reading, partner reading
• Learning Continuum
• Direct Instruction > Guided Practice (Me > We )
• > Shared Inquiry > Independent Practice (Two > You)

4. Elementary Tier Model (K-5)
Intensive 1-2
Tier 3 Intervention
5% Students
60 minutes
Tier 2 3-4
Intervention Students
15%
20-30 minutes per day
in the classroom
Tier 1 Comprehensive Core
15-17
80% Students
90 minutes per day
Research
based, differentiated, balanced
literacy instruction

5.  Research based instructional practice
◦ Flexible, differentiated instruction.
◦ High percentages of student engagement.
◦ Thoughtful alignment of curriculum, assessment and
instruction.
◦ Early emphasis on phonics and fluency
◦ Continued emphasis on comprehension strategy
instruction – guided reading followed by cooperative
learning, shared inquiry and independent practice.
◦ Instructional interventions based on student response.
◦ Daily emphasis on formative assessment.

6. Today we are going to be reading one of my
favorite poems of all time, “Disobedience”! We have
two SFTD’s for the day: Reading for Fluency
and Asking and Answering Questions. We’ll be
rotating through two sessions. Please thank Ms. Iqbal
for spending time with us today.
Happy Reading! Mr.
Irish
◦Groups of 4:15– 4:30 Disobedience, strayed, consulting, accord,
Words the Day: 4:30– 4:45 4:45– 5:00
◦The
Rhymes of the Day: strayed/mislaid three/me /she/tea
Guided Reading Fluency Assessment
Relations Mr. Irish Ms. Iqbal Mr. Irish
The Fluency Guided Reading Assessment
Accords Ms. Iqbal Mr. Irish Mr. Irish

7. Session Two
Data Driven Instruction:
Principles of RtI Put Into
Practice
Tools & Techniques for your Toolbox
Tim Irish, Amina Iqbal & Michelle Saud
Universal American School of Kuwait

8. By the end of this session, SWBAT:
 Describe the concepts of Benchmarking and Progress
Monitoring using two Curriculum Based Measures.
 Describe one option for developing a comprehensive
Tier II plan.
 Analyze Progress Monitoring Data for Tier II
students to determine need for Tier III interventions.
 Walk away with tools and techniques to build a
more effective instructional program for their
students.

9. Elementary Tier Model (K-5)
Intensive 1-2
Tier 3 Intervention
5% Students
60 minutes
Tier 2 3-4
Intervention Students
15%
20-30 minutes per day
in the classroom
Tier 1 Comprehensive Core
15-17
80% Students
90 minutes per day
Research
based, differentiated, balanced
literacy instruction

10.  Research based instructional practice
◦ Flexible, differentiated instruction.
◦ High percentages of student engagement.
◦ Thoughtful alignment of curriculum, assessment and
instruction.
◦ Early emphasis on phonics and fluency
◦ Continued emphasis on comprehension strategy
instruction – guided reading followed by cooperative
learning and independent practice.
◦ Instructional interventions based on student response.
◦ Daily emphasis on formative assessment.

11.  CBM Benchmarking and Progress Monitoring
◦ A Curriculum Based Measure is a simple test similar to taking a
patient’s blood pressure.
◦ It doesn’t tell the teacher what is wrong, but it indicates which
students may require systematic, intensive interventions to
diagnose reading issues and prescribe individual interventions.
◦ In Session II we will look at these pieces of the puzzle:
 Mrs. Smith’s 2nd grade Fall ORF scores (CBM Benchmarks)
 Tier II Plans
 Instructional design to allow for Tier II interventions that match
student needs.
 Progress Monitoring to measure effects

12. ORF GROWTH:
Two Interventions for Third Grade Students
120
115
110
105
100 AST Students
Oral Reading Fluency (WPM)
95
Title I Students
90
Title & AST
85
80 Avon All Third
75
Nat Mean
70
65 Nat Norm - 25th Prcntl
60
55
50
45
40
Fall 2008 Winter 2009 Spring 2009

13. MAP GROWTH
Two Interventions for Third Grade Students
205
200
AST Students
195
NWEA RIT Score Average
Title I Students
190 Title & AST
Avon All Third Ave
185
Nat Mean
180 Nat Norm - 25th Prcntl
175
170
Fall 2008 Winter 2009 Spring 2009

14. Backwards Design Begins with Standards
Benchmarking and Progress Monitoring
Fluency Assessment
Maze Test
Tier II Plans – When written well and
implemented, student response to interventions
can replace testing to determine student needs.
Progress Monitoring Data for Tier II Students
Data gathered over time can show trends
and identify students who need Tier III
support.