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Dyslexia RTI: Targeted Interventions

This document outlines the tiers of intervention for dyslexia students from universal screening to individualized support. It begins with Tier 1, where all students are universally screened to assess reading skills. Students may receive classroom interventions based on data. Tier 2 involves small, targeted groups receiving additional intervention. Tier 3 is individualized, one-on-one support and intervention to meet a student's specific needs, with potential evaluation for special education if not making progress. Each tier involves increasingly specific intervention and monitoring of student performance and growth.

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94 views1 page

Dyslexia RTI: Targeted Interventions

This document outlines the tiers of intervention for dyslexia students from universal screening to individualized support. It begins with Tier 1, where all students are universally screened to assess reading skills. Students may receive classroom interventions based on data. Tier 2 involves small, targeted groups receiving additional intervention. Tier 3 is individualized, one-on-one support and intervention to meet a student's specific needs, with potential evaluation for special education if not making progress. Each tier involves increasingly specific intervention and monitoring of student performance and growth.

Uploaded by

api-661489462
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Response to Intervention (RTI) for Dyslexia Students

As students begin to receive intervention for dyslexia, each tier will


become more specific for student needs. Decreased number of
students within each tier as the intervention is more specific.

Student is working
Student is in a one-on-one to target
more targeted individual needs with
group based off trained professional.
Student is in classroom data collection Intervention Level
enviornment.
and/or
Tier 1
Instructional Level
Universal screening is used to
assess phonological process
understanding, letter name
Tier 2
performance.
Instructional
Tier 3
Students will recieve one-on-one
support and continue to recieve
instruction to meet their specific
needs. If progress is not met a
knowledge, and word Level evaluation for special education will
identification. Assessments and be reccommended. Accommodations
and modifications will be adapted
progress monitoring will begin
through special eduation services,
prior to Kindergarten and reading specialist intervention, IEP,
continue to evolve as student(s) Small groups will be created based
504, and ESOL. Skills will be
perform in the classroom setting. off PALS scores to remediate and
reviewed and goals will be created
Based off progress monitoring, continue to build on prior
for student progression.
observations and data collection, knowledge. This tier is in addition to
teaching will begin with the classroom instruction taking
systematic instruction. Examples place. Progress monitoring will be
may include phonological documented to assess growth and
provide necessary intervention to Progress will be closely monitored
awareness, phonemic awareness, and more structured to meet the
continue to evaluate students
fluency, vocabulary, and knowledge of phonological needs and continue to use data to
comprehension to evaluate for understanding. Small Groups may drive instruction.
dyslexia. be pulled by PAL's tutor, or literacy Data Collection (depending on
Data Collection: coach. student accommodations
1. Benchmark Assessments: Fall, Data Collection: assessments may be adapted):
Winter, and Spring 1. Benchmark Assessments Fall, 1. Benchmark Assessments Fall,
2. Progress Monitoring regularly Winter, and Spring Winter, Spring
2. PALS screening (K-3) 2. Diagnostic Testing 2. Diagnostic Testing
3. District Specific Tests (MAPS) 3. Progress Monitoring weekly 3. Progress monitoring daily
4. PALS screening (K-3) 4. PAL's Screening (K-3)
5. District Specific Tests (MAPS) 5. District Specific Test (MAPS)

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