VUSD RtI2 Guide

Vista Unified School District
Response to Instruction and Intervention (RtI2)
Implementation Guide

Acknowledgements

The Response to Instruction and Intervention Implementation Guide is the result of the dedication
and collaboration of the VUSD RtI2 Taskforce members, as well as on-going feedback from
teachers, parents, and administrators throughout the district. Their participation, guidance, and
support are greatly appreciated.

Response to Instruction & Intervention Taskforce Facilitators

Matthew J. Doyle Executive Director, Curriculum & Instruction
Steven Green Coordinator, Research and Assessment
Sandra Barnes Coordinator, Curriculum and Staff Development 6-12

Response to Instruction & Intervention Taskforce Members

Lois Booth Assistant Principal, Madison Middle School
Jean Castruita Coordinator, San Diego County Office of Education
Eric Chagala Assistant Principal, Vista High School
Juli Coleman Coordinator, San Diego County Office of Education
Vivian Firestone Principal, Alamosa Park Elementary School
Steve Hargrave Director, Student Support Services
Eileen Hermansen Assistant Principal, Rancho Buena Vista High School
Amy Illingworth Principal, Grapevine Elementary School
Erin Lain Coordinator, San Diego County Office of Education
Diane Lambert Principal, Lake Elementary School
Varda Levy Principal, Rancho Buena Vista High School
Donna Lucansky Director, Special Education
Michael Marcos Principal, Washington Middle School
Steven Riehle Principal, Rancho Minerva Middle School
Belinda Smith Principal, Major General Murray High School
Laura Smith Principal, Casita Center for Technology, Science and Math
Tracy Zachry Principal, Crestview Elementary School

Curriculum and Instruction, 4.25.11
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A. Introduction

The Vista Unified School District Response to Instruction and Intervention Implementation Guide is
a framework for providing the English Language Arts and Mathematics instructional programs in
grades K-12. All classroom teachers, administrators, and support staff may utilize this guide while
planning, delivering and assessing instruction for all students, as well as providing opportunities for
the parents or guardians of all students to become actively involved in the education of their
children. This plan is aligned to state guidelines for Response to Instruction and Intervention,
current research, and input from multiple stakeholder groups in Vista Unified.

The purpose of the Vista Unified School District is to educate all students to become responsible
citizens who make positive, intelligent and productive contributions to their community, state and
nation. In order to achieve this, a strong educational program must be available to all students.
Response to Instruction and Intervention (RtI 2) focuses on the development of strong core
programs, as well as tiers of support for students based on frequent data analysis and monitoring.
The goal is early identification and prevention of academic or behavior concerns in order to
ensure success for all students.

Response to Intervention is a nationally recognized term. In November 2008, the California
Department of Education modified the term to Response to Instruction and Intervention, thus RtI 2.
Response to Instruction and Intervention is not a program or curriculum. RtI2 refers to an
integrated system consisting of high quality instruction and behavior interventions determined by
data analysis. It is a framework for allocating services and resources in response to students'
needs. In Vista Unified School District, the guiding principle of RtI 2 is that all students can learn at
high levels, and it is our responsibility to organize all resources to ensure this happens. The
implementation of the RtI framework will be responsive to the needs of students both
academically and behaviorally ultimately reducing the identification for students for Special
Education services.

All components of the Vista Unified School District Response to Instruction and Intervention
Implementation Guide are aligned to the VUSD Local Education Agency Plan (LEAP) and the Title
III Improvement Plan Addendum (IPA). If instruction is implemented using a tiered system of
supports in every classroom at every school, as outlined in this guide, research has shown that
students will have a greater likelihood of successfully demonstrating mastery of the grade level
content standards in reading/ Language arts and mathematics (U.S. Department of Education,
2009).

In 2008, the California Department of Education defined the core components of Response to
Instruction and Intervention.

High quality classroom instruction - Students receive high quality and culturally relevant,
standards-based instruction in their classroom setting by highly qualified teachers.
Research-based instruction - The instruction that is provided within the classroom is culturally
responsive and has been demonstrated to be effective through scientific research.
Universal screening - School staff assess all students to determine students’ needs. Based on
the collected data, school staff determine which students require close progress monitoring,
differentiated instruction, additional targeted assessment, a specific research based
intervention, or acceleration.

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Continuous classroom progress monitoring - Academic performance of all students is
monitored continually within the classroom so that teachers can adjust their instruction
accordingly. In this way, teachers can identify those learners who require more depth and
complexity in daily work and those who are not meeting benchmarks or other expected
standards.
Research-based interventions - When monitoring data indicate a lack of progress, an
appropriate research-based intervention is implemented. The interventions are designed to
increase the intensity of the students’ instructional experience.
Progress monitoring during instruction and intervention - School staff use progress-monitoring
data to determine the effectiveness of the acceleration (to be defined) or intervention to
make the necessary adjustments and/or modifications, as needed.
Fidelity of program implementation - Student success in the RtI2 model requires fidelity of
implementation in the delivery of instructional support specific to the learning and/or
behavioral needs of the student.
Staff development and collaboration - All school staff are trained in curriculum, assessments,
data analysis, programs, and research-based instructional practices and strategies. Site
grade level or interdisciplinary teams use a collaborative approach to analyze student data
and work together in the development, implementation, and monitoring of the intervention
process.
Parent involvement - The involvement and active participation of parents at all stages of the
instructional and intervention process is essential to improving the educational outcomes of
their students. Parents are informed of the progress of their students in their native language
or other mode of communication, and their input is valued in making appropriate decisions.
Specific Learning Disability Determination - The RtI2 approach may be one component of
Specific Learning Disability determination as addressed in the Individuals with Disabilities
Education Act of 2004 statute and regulations. As part of determining eligibility, the data from
the RtI2 process may be used to ensure that a student has received research-based
instruction and interventions.

B. Implementation of Instructional Program

A district wide instructional focus has been set targeting reading comprehension across all content
areas. Instructional program guidelines have been developed to ensure that all teachers are using
the state board approved, district adopted core ELA, ELD, and math curriculum appropriate to each
grade/course level. (Insert document listing district-adopted curriculum).

The Vista Unified Daily Instructional Time and Materials Guidelines for Elementary has also been
established to ensure that core instruction is not supplanted with supplemental resources (Insert
instructional time guidelines for elementary, middle and high school).

Every grade level shall develop and implement instructional schedules that comply with the VUSD
guidelines.

The Direct Interactive Instructional (DI 2) model has been adopted district wide for use in all
classrooms in an effort to promote more active student participation during lessons. (Insert DI 2
description). In addition, the Sheltered Instruction Observation Protocol (SIOP) was adopted as a
district wide initiative and professional resource to ensure that all teachers make content
comprehensible for English learners. (Insert SIOP description). All teachers K-12 have received initial
training in the DI2 and SIOP model. All teachers will continue to receive on-going training and support
from site principals, instructional coaches, and EL support teachers in sheltered instruction and direct
interactive instruction.

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C. Tiers of Support for Students

VUSD has outlined the layers or tiers of instruction to ensure that all students receive the appropriate
differentiated support and intervention. These include core instruction (including universal access),
strategic intervention, and intensive intervention.

Tier 1 - Core Instruction, including Universal Access (UA):

Core Instruction: All students, including English learners (EL), students with disabilities (SWD),
students with learning difficulties, and advanced learners in all grade levels, are provided the
State Board of Education (SBE) adopted basic core instructional program materials in
Reading Language Arts (RLA), Mathematics, and English Language Development (ELD).
These materials are implemented daily as designed based on the requirements outlined in the
California Department of Education (CDE) curriculum frameworks to support the needs of all
students.

Rationale
As public education institutions, schools are charged with ensuring that all students
have the opportunity to master their grade level standards via the adopted
curriculum. Recognizing this, and the variety of the levels of preparedness that
students bring into each grade level, the RLA Framework delineates a specific need,
and time, for teachers to scaffold (differentiate) the standards via adopted curriculum
in order that all levels of students have access to core grade level standards.

Application
At all levels, teachers use the adopted basic core and program ancillary materials
designed for universal access/differentiated instruction to meet the needs of students,
including strategic learners.

Universal Access: Universal Access is embedded in the adopted basic core instructional
materials, daily instruction, and specific time is allocated every day for teachers to
differentiate instruction for all students based on student need according to on-going
assessment data (California Department of Education, 2007). The idea of "access to the core"
is the purpose of UA. Universal Access is the first level of the Response to Intervention (RtI2)
model.

Application:
o Elementary classroom teacher provides 30 minutes of UA instruction during the
core English language arts portion of the school day through the use of the
district adopted core and ancillary materials to preteach, reteach, reinforce,
and/or extend the core lessons and skills taught through the adopted
curriculum. This may be a time where teachers use flexible grouping strategies
to provide instruction based on specific student needs.

o Secondary teachers also provide UA instruction during the core classes.
Teachers will differentiate when necessary as to depth, complexity, novelty, or
pacing and focus on the standards and the key concepts within the standards
that students must master to move on to the next grade level.

―For advanced students it means enriched instruction that encourages
students to address topics, time periods, or connections across disciplines not

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normally expected at that grade level. For students experiencing difficulty in
the language arts, the teacher should focus on the key concepts within the
standards and eliminate confusing activities or variables. The lessons should
be even more organized and sequential and be focused on the most
important concepts. Instruction is not thereby watered down. Instead, it is
distilled to ensure that instructional time is used to help students understand
the fundamental concepts or skills needed to master later standards.‖
(California Department of Education, 2007).

Tier 2 - Strategic Intervention: Targeted instruction for students below grade level needing additional
time to master difficult English language arts content (California Department of Education, 2007).

Rationale: Strategic Intervention is a response to those students who are significantly below
their grade level standard (1-2 years), often having "gaps" in foundational knowledge. These
gaps hold students back from being able to layer on new learning, as the standards require.
In order to fill these learning "gaps,‖ teachers/schools have a separate time when they work
with these students to specifically fill the gaps. The word ―strategic‖ is the key term because
there is not enough time in the day to simply "teach everything again." A strategic
intervention is used to efficiently deliver support in the specific areas necessary to get the
student(s) back on track to meet grade level standards. Diagnosis is necessary to pinpoint
areas of need and ongoing curriculum-based assessments are administered every 2-4 weeks
to see if the intervention is working. Strategic Intervention is used in the second level of the RtI
model.

Application:
o In the elementary grades (K-5), Strategic Intervention occurs within the general
education classroom. The general education teacher provides a 15-30 minute
intervention lesson (Reference VUSD K-5 Instructional Minutes Guideline document) to
selected students in addition to the core instruction. Core materials, ancillary
materials, and/or supplementary materials are used.

o In the secondary grades (6-12), Strategic Intervention is provided through an
additional period of class time. This additional time allows for pre-teaching targeted
skills, strategies, concepts, and vocabulary, or re-teaching skills and strategies that
have not been mastered. The pacing guides for grades 9-12 will include the skills and
strategies that can be reviewed during the support period. (Insert pacing guides when
completed).

Tier 3 - Intensive Intervention: Designed to be delivered in place of the core ELA instruction for
students who are two or more years below grade level in grades 4-8 in order to accelerate their
reentry into the appropriate grade level ELA program (California Department of Education, 2007).

Rationale: Students significantly below grade level cannot keep up with the level of rigor and
the pace of a grade level language arts program. These are students in serious risk of
dropping out of school due to lack of success and low self-esteem. The ―gaps‖ in their
learning go beyond foundational knowledge of concepts and skills. These ―gaps‖ cannot be
adequately addressed with short strategic interventions. In order to remediate the significant
learning deficit, a separate, State Board approved, curriculum is used in place of the
standard grade level ELA curriculum. This curriculum is intended to accelerate their learning
and close the achievement gap within one to two years of participation in the intensive

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intervention program. The goal is to return the student(s) to the mainstream classroom as soon
as possible. Intensive Intervention is the third level of the RtI 2 model.

Application in Grades K-3:
Students receive Core Language Arts program, including ancillary materials, and/or district
approved supplemental materials for targeted purposes. Students should receive additional
instructional time during the school day. Additional instruction, specifically designed to assist
students in meeting grade level proficiency, may occur during extended learning
opportunities before or after the students’ instructional day.

Application in Grades 4-8: Intensive Intervention is intended to replace the complete English
language arts program and instructional minutes in grades 4-8. Students are placed into the
intensive intervention group during the core ELA scheduled time during the day. Generally,
this group includes students from different classrooms within the grade level and/or between
two grade levels. The Instructional materials must be state board approved and district-
adopted.

On April 21, 2011, the Vista Unified School District Board of Trustees approved the adoption of
Language! The Comprehensive Literacy Curriculum published by Sopris West, as the intensive
intervention curriculum for grades 4-5 beginning with the 2011-12 school year. In grades 6-8,
VUSD will continue to pilot intensive intervention curriculum in order to establish which
program it will recommend for district adoption for the 2012-13 school year.

Application in Grade 6-12: Need to outline intensive intervention for the following student
groups. Include criteria for placement, course title, and instructional materials.
English Only and Reclassified English Learners
English Learners
Long term English Learners (insert Long-Term English Learner Placement document)

Application in Special Education: Need to outline intensive intervention for the following
student groups. Include criteria for placement, course title, and instructional materials.
RSP
SDC
Other

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Tiers of Support for Students

Tier 1 Core Instruction / Universal Access (State approved/District adopted ELA, MATH, ELD)
All students - Preventative/Proactive
Students receive Core Language Arts program (Best, first teaching)
Differentiated instruction for all students through Universal Access
Teachers look at student data and student work to determine who needs additional support
in specific skill areas (Formative and summative assessments, authentic student work samples,
etc.)

Tier 2 Strategic Interventions (In addition to State approved/District adopted Core ELA, MATH, ELD)
Targeted instruction for students needing additional time in specific skill areas
Diagnostic testing required to select specific focus of instruction for students
Judicious selection from resources should directly align with current, grade level objectives
from the core ELA program
Student progress is monitored via short cycle assessments, including diagnostic and formative
measures

Tier 3 Intensive Interventions (State approved/District adopted Core replacement program for ELA,
ELD)
Designed for student in grades 4-8 who are two or more years below grade level
The goal of intensive intervention is to accelerate learning for the purpose of getting students
back to into grade level core curriculum (not to exceed two years)
Students receive instruction through the use of a research-based intervention program

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Carefully designed and implemented, explicit, systematic instruction
Student progress is continuously monitored

D. Assessment

VUSD believes that high quality teaching and learning will benefit all students’ academic success. In
order to effectively measure the degree to which students are learning, a culture of assessment and
data analysis must be in place.

A sound assessment system is an essential component of a standards-based instructional system
focused on teaching and learning. The VUSD assessment matrix is grounded in research and based
on a framework of strategies and measures designed to provide a comprehensive profile of student
achievement. The assessment plan relies on multiple resources including: California Standards Tests
(CST), California Modified Assessment (CMA), California Alternate Performance Assessment (CAPA),
California High School Exit Exam (CAHSEE), California English Language Development Test (CELDT),
district common assessments (benchmarks), curriculum-embedded classroom assessments and
teacher created assessments. Student progress is monitored through the on-going analysis of
multiple measures (State, district, and classroom assessments.) In addition to monitoring student
growth, assessment results help individual schools and the district gauge the effectiveness of the
instructional programs and identify areas of strength and areas of need.

The purpose of administering assessments is to ensure that student academic growth is not only being
measured, but that instruction is adjusted to meet the needs of students. The following are critical
elements of the VUSD assessment plan.
 Measuring student growth towards proficiency
 Communicating assessment information (results with students and parents?)
 Making informed judgments about learning and teaching
 Understanding and using assessment results for:
o continuous improvement over time at the district, school, and classroom level
o improved standard-based instruction
o informed decision-making
o equity for all students
o research-based practices

Assessment serves multiple purposes and the results are communicated to various groups dependent
upon the purpose. Initially assessment can be characterized in two ways:

Summative Assessment: Assessment of Learning:
 Assessment that happens after the learning has taken place to determine how much
students have learned is referred to as summative assessment. Summative assessment results
may be used to determine student placement as well as make decisions about programs.
Examples include STAR, CELDT, SAT, AP, IB, final exams, end of course projects, end of course
grades.

Formative Assessment: Assessment for Learning
 Assessment that happens while the learning is still taking place is referred to as formative
assessment. Formative assessment takes place throughout teaching and learning to
diagnose student needs, plan further instruction and provide students with feedback to
improve the quality of their work.

Clear Purposes:

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The overarching purpose of a sound assessment system is to enhance student performance and
growth related to State content standards. An individual assessment may provide information for
multiple users, while a body of evidence from multiple assessments over time will provide a
comprehensive view of the teaching and learning that is occurring during the course of a school
year.

Data Analysis of Assessment Results Supports:
 Improvement of student learning - Classroom Level (Student and Teacher)
o Assessments provide data to help teachers create an instructional focus and
determine what comes next in the learning for their class and for individual
students.
o Assessments provide continuous data to support and validate teacher judgments
of student proficiency.
o Assessments allow teachers to monitor continuously student progress toward each
standard.
o The assessment process must include feedback of results to students and parents.
o Assessment results helps students to establish learning targets which fosters student
involvement in their own learning and continuous improvement over time.
o Answers the question, ―How goes each student’s journey to each standard?‖

 Improvement of instructional programs – Program Level (Grade level, School and District)
o Assessment data allows us to monitor student achievement related to content
area standards and instructional program objectives.
o Assessment data provides periodic evidence summarized across classrooms
indicating standards met and those not yet met.
o Assessment data help to evaluate school and district programs. These data
provide valuable insights to curriculum alignment efforts.
o Answers the question ―Collectively, what standards are our students meeting or
not meeting?‖

 Provide public accountability and support -- Institutional/Policy Level (District and State)
o Assessment reports inform the Board of Education, school communities, and our
district community as a whole about the quality of district educational programs,
and provide comparative information about district programs and others in the
nation.
o Assessments provide data to determine the number and percentage of students
meeting the standards.
o Answers the question, ―Are enough students meeting standards?‖

RtI2 and Assessment
A major feature of the RtI Model is its use of data to drive the decision-making process—at all levels
(individual student, classroom, and school).

Assessment/Progress Monitoring Across the Tiers: To support RtI’s fluid approach, reliable and
ongoing information must be available to:

Identify academic and behavioral needs of individual students
Inform the problem-solving process
Design and modify instruction to meet student needs
Evaluate the effectiveness of instruction at different levels of the system (e.g., classroom,
school, and district levels)

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An efficient system that streamlines increasingly limited resources is paramount. Therefore, RtI uses a
tiered system of assessments that increase in frequency and intensity as greater needs are revealed.
Timely, reliable assessments indicate which students are falling behind in critical skills or which
students need their learning accelerated, as well as allow teachers to design instruction that
responds to the learning needs. By regularly assessing students’ progress in learning and behavior,
teachers can identify which students need more help, which are likely to make good progress
without extra help, and which students need their learning accelerated.

An effective assessment plan has four main objectives:

Initial Identification: To identify students at the beginning of the year who are at-risk or who are
experiencing difficulties and who may need extra instruction or intensive interventions if they are
to progress toward grade-level standards by the end of the year, as well as students who have
reached benchmarks and who need to be challenged.

Progress Monitoring: To monitor students’ progress during the year to determine whether at-risk
students are making adequate progress in critical skills and to identify any students who may be
falling behind or need to be challenged.

Differentiate Instruction: To inform instructional planning in order to meet the most critical needs of
individual students.

Provide Intervention: To evaluate whether the instruction or intervention provided is powerful
enough to help all students achieve grade-level standards by the end of each year.

The four objectives outlined above can be achieved through assessments administered during the
school year. These assessments are; universal screening, progress monitoring, diagnostic, and
outcome based. While these assessments correspond to the four objectives listed above, all
contribute to the development, planning and implementation of high-quality effective instruction
and appropriate intervention.

Universal Screening Assessments: Screening assessments are quick and efficient measures of
overall ability and critical skills known to be strong indicators that predict student performance.
Administered to all students as an initial baseline, these assessments help to identify students who
do not meet or who exceed grade level expectations. Results can be used as a starting point for
instruction or to indicate a need for further evaluation.

In VUSD, examples of universal screening tools include the Houghton-Mifflin Emerging Literacy
Survey (Grades K-1), STAR Early Literacy, STAR Reading, and SRI. For a complete list of universal
screening tools, please refer to the VUSD Universal Screening matrix.

Progress Monitoring Assessments: Progress monitoring assessments are also brief, but are given
periodically to determine whether students are making adequate progress. Progress monitoring
assessment data should be collected, evaluated, and used on an ongoing basis for the following
purposes:
o Determine rate of a student’s progress
o Provide information on the effectiveness of instruction and to modify the intervention if
necessary
o Identify the need for additional information
o Analyze and interpret gaps between benchmarks and achievement.

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In VUSD, examples of progress monitoring assessments include the Houghton Mifflin Theme Skills
Tests (Grades K-5) and the Integrated Theme Tests (Grades K-5). Identify progress monitoring tools
at middle and high school.

Diagnostic Assessments: While relatively lengthy and administered after universal screening
indicates a deficit, diagnostic assessments provide an in-depth, reliable assessment of targeted
skills. Their major purpose is to provide information for planning more effective instruction and
interventions. Diagnostic assessments should be given when there is a clear expectation that they
will offer new or more reliable information about a child’s academic or behavioral needs that
can be used to help plan more powerful instruction or interventions. If schools are implementing
screening, progress monitoring, and outcome assessments in a reliable and valid way, the need
for additional testing, using formal diagnostic instruments, should be reduced. Because they are
time-consuming and expensive, complete diagnostic tests should be administered far less
frequently than the other assessments. However, specific subtests from diagnostic instruments
might be used to provide information in areas not assessed by screening, progress monitoring, or
outcome assessments. School leaders should continually ask if the value of the information to
teachers from formal diagnostic tests in planning instruction merits the time spent administering
such tests.

Outcome Assessments: Given at the end of the school year, outcome tests are frequently group-
administered tests of important outcomes (e.g., CST). Outcome assessments are often used for
school, district and or state reporting purposes. These tests are important because they give
school leaders and teachers feedback about the overall effectiveness of their instructional
program. As part of an effective assessment plan, outcome assessments should be administered
at the end of every year.

E. Summary of Response to Instruction and Intervention (RtI2) Development Team work in 2009-2011

The VUSD RtI2 Development Team was formed in September 2009, and included representatives from the
elementary, middle school, high school, and district office. The RtI2 Development Team studied selections
from Beyond the RtI Pyramid for the purpose of creating common language and rationale around the
implementation of RtI2.

The team developed frameworks for each of the grade spans (elementary, middle and high school) defining
the core components that currently are in place. The team studied effective practices around the
implementation of the core components including, universal screening, progress monitoring, protocols for
collaboration, processes and criteria for student placement in math and reading intervention, documenting
student progress, parent communication, building school-based RtI2 teams, and using positive behavioral
supports.

In the January 2010, six elementary sites (nine teachers) began the intensive reading intervention pilot in
grades 4 and 5, using either Hampton Brown/National Geographic, Inside or Sopris West, Language.

In October 2010, the intensive intervention pilot expanded to include thirteen elementary sites. Eight
sites are piloting Inside (16 classrooms total) and five 5 sites are piloting Language (10 classrooms
total). The participating classrooms include 4th grade, 5th grade, 4 th/5th grade combination,
Resource, and Special Day. Four sites are not participating in the pilot (Monte Vista, Empresa, Mission
Meadows and Bobier). Pilot teachers attended three days of instructional materials training between
October 2010 and January 2011.

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The team will analyze the effectiveness of the intensive intervention programs through two lenses: (1)
student achievement data and (2) teacher feedback using the VUSD ELA Intensive Intervention
Comparison matrix. Student achievement data, using curriculum embedded assessments and
reading lexile scores, will be collected and analyzed to determine student growth.

In May 2011, the district will select an intensive intervention program for grades 4 and 5, which will be
implemented in all elementary sites in September 2011.

F. Conclusions

The RtI2 Development Team shared an overview of their learning with the principals in May 2010. The team
identified the following next steps to continue the work in 2010-2011.
Identify a strategic intervention model that supports the core instruction and targets learning gaps
(informed by grade level and department collaboration).
Continue with identification and adoption of intensive intervention program at each level.
Develop toolkit of resources for use at the sites.
Begin work on Positive Behavioral Support Framework

References and Resources:

1. Bender, W. (2009). Beyond the RtI Pyramid. Bloomington, IN: Solution Tree Press.
2. California Department of Education. (2009). Academic Program Survey (APS). Sacramento,
CA: CDE Website: http://www.cde.ca.gov/ta/ac/ti/stateassesspi.asp
3. California Department of Education. (2008). Response to Instruction and Intervention.
Sacramento, CA: CDE. Website: http://www.cde.ca.gov/ci/cr/ri/
4. California Department of Education. (2007). Reading Language Arts Framework for California
Public Schools. Website: http://www.cde.ca.gov/ci/cr/cf/documents/rlafw.pdf
5. Fisher, D., Frey, N. (2010) Enhancing RTI: How to Ensure Success with Effective Classroom
Instruction and Intervention. Alexandria, VA: ACSD.
6. Riverside County Office of Education. (2010). Response to Instruction and Intervention
Handbook.
7. U.S. Department of Education, Institute of Education Sciences (IES). (2009) IES Practice Guide,
Assisting Students Struggling with Reading: Responding to Intervention (RtI) and Multi-Tier
Intervention in the Primary Grades.
8. Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin.
(2005). Introduction to the Three-Tier Reading Model: Reducing Reading Difficulties for
Kindergarten through Third Grade Students (Fourth Edition).

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VUSD RtI2 Guide

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