R. T. I.
Our ACES Response to Reading Intervention Academic Coach is Debbie Harlinger. Her room is near the office. She will provide high quality instruction and keep track of how students are doing in the classroom. By monitoring students progress and providing timely intervention, the R. T. I. program goal is to ensure that all students will succeed and achieve high academic standards.
A typical elementary classroom has students with a wide variety of ability levels and preparedness. Response to Intervention (RTI) is an effort to provide additional time and support to the beginning reader and the struggling learners. There are 5 components which are crucial to reading development.
Phonemic Awareness: begin able to listen to and identify sounds that are combined to create words.
Phonics and Word Study: the relationship between the sounds and the written letters: being able to spell and sound words out.
Vocabulary: knowing what words mean
Comprehension: understanding what is read
Fluency: reading orally with speed, accuracy, and expression
All students have reading in a large group using the basal textbook (Reading book.) For those students who are struggling with one or more of the components listed above, additional time is given for reading. This is done in a smaller group setting. These students are monitored (tested) each two weeks to check their progress. If the extra time given for Reading is not enough to improve their reading skills, then more time is added for Reading during the school day.
At this time, we have given ALL students a test called a Benchmark Test...this shows their mastery of the 5 components listed in bold. In K, 1, and 2, students are grouped for extra time and paraprofessionals (teacher assistants) work with them on the skills they need to strengthen. In 3rd and 4th grade, students are grouped by Reading level during their Reading instruction with teacher assistants helping in those classes where students need more individualized help. These students (K-4th) are progress monitored (tested to see if there has been improvement) each two weeks. The Benchmark Test is given two more times a year to ALL students to chart their progress or lack of. If needed, additional time and support is given to those who were not targeted as needing it after the 1st Benchmark test.
