1. Literacy Instruction

2. • Assistant Principal – Lack of Instructional Experience
• Absence of framework through which students at-risk for
reading difficulties are:
• Identified
• Provided w/ evidence based & data informed
• Instruction
• Intervention
• Before they further behind

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Gratts PC PC A PC B PC C PC D
2010/2011
2011/2012
2012/2013

5. • Principal
• Assistant Principal
• Psychologist
• 4 Teachers

6. • AIMSweb – set of criterion-referenced measures to track
benchmark achievement
• RtI Tiers
• Running Record – Reading level assessment to gauge
comprehension, fluency, accuracy
• Teacher anecdotal data

8. Common Core
Reading
RtI
Instruction &
Intervention

9. Kindergarte
n
Winter Spring
Comprehen
sion
Reading Literature
•With prompting and support,
asks and answers questions
about key details in a text.
•With prompting and support,
retells familiar stories, including
key details.
•Describes the role of the author
and illustrator
•Makes predictions about the text
•Reflects upon prior knowledge of
familiar text
Informational text
•With prompting and support,
asks and answers questions
about key details in a text.
•Identifies the front cover, back
cover and title page of a book
•What do the pictures in the text
depict
•Identifies basic similarities and
differences between two texts
providing the same ideas
•Uses pictures and ideas to make
predictions
•Activates prior knowledge about
familiar ideas and concepts
Reading Literature
•With prompting and support,
identifies characters, settings,
and major events in a story
•With prompting and support,
asks and answers questions
about unknown meaning of
words
•Recognizes common types of
text (stories, poems, fantasy,
etc.)
•With prompting and support,
describes the relationship
between illustrations and the
story
•With prompting and support,
compares and contrasts the
adventures and experiences of
characters in familiar stories
Informational text
•Identifies the main topic and
retells the key informational
ideas
•Describes the connection
between two pieces of
information from the text
•With prompting and support,
asks and answers questions
about unknown meaning of
words
•With prompting and support,
identifies the reasons/facts an
author uses to support ideas
•Uses pictures and ideas to

10. •Post Implementation
•Is it working
•Does it aid instruction
•Does it benefit
Students
•Teacher Survey
•Modify according to
feedback
•Present revisions to
teachers
•CCSS Reading
Expectations
•Present to Teachers
•Utilize as measure for
reading grades
•System check
•Causes
•Infrastructure
•Lack of understanding
of CCSS
•Incorrect data use
Plan Do
StudyAct

11. • Comprehensive school-wide framework through which at-
risk students
• Identified
• Provided
• Evidence Based & Data Informed Instruction and Intervention
• Progress Monitoring
• Progression through tiers
• As needed

12. • Is support getting to at-risk
students
• Does intervention work
• Progress Monitoring
• Teacher feedback
• Ability to utilize RtI resources
• Modify student
interventions, as needed
• Present findings of evaluation
to staff
• Implement through SST
• Understanding of CCSS
• Increase teacher committee’s
RtI knowledge
• Present to teachers
• Implement through SST
• Develop Goal-Directed
Intervention
• Causes
• No Data hub
• No framework for
• Identifying students
• Monitoring progress
Plan Do
StudyAct

13. • Teacher surveys to gauge how supported they feel?
• Will RtI prove to be too much additional work for
teachers?
• Who will provide intervention?
• Organic
• Specialist
• Will this truly inform instruction?