• Introduction
• Ways to consider using the Leveled Literacy Intervention Systems for Your Campus or District
• Grade Level Flow Charts - Coming Soon!
• Some Fundamental Principles of RTI and Their Relationship to Fountas and Pinnell’s Research-based Systems
• Guide to Using Benchmark and LLI in your RTI plan

Introduction

What is Response to Intervention (RtI)?

RtI is a comprehensive assessment and intervention process that identifies students at risk and monitors the academic progress of students in the general education curriculum.

RtI emerged from the reauthorization of IDEA (Individuals with Disabilities Education Act) in 2004. RtI aims to identify students with reading difficulties earlier and decrease the number of students referred for special education.

The intent of the Act is that all children should receive a research-based intervention prior to referral for special education. Under the new IDEA provisions, school districts may use a process that determines the extent to which a child is responding to scientific, research-based intervention as a part of that child's evaluation.

• Implement high-quality, evidence-based classroom instruction
• conduct universal screening of students
• administer diagnostic assessment that defines the problem areas in measurable terms
• collect baseline data prior to intervention, and
• prepare a plan of intervention including measures for continuous progress monitoring.

RtI requires districts make data-driven decisions about the intensity of interventions, the duration period, and the need for follow-up support. Intervention needs to be accompanied by a sense of urgency because time is critical to the struggling reader.

The most common structure for implementing RtI is a tiered framework. These tiers delineate the amount of intervention services needed for students. The typical framework is the three-tiered approach, although some districts use four or more tiers. Regardless of the number of tiers, the concept is that a student will move up a tier to successively, more-intense levels if the child fails to show progress.

RtI is grounded in good first instruction. Fountas & Pinnell have devoted their professional lives to developing evidenced-based, exemplar, small-group classroom teaching to support ongoing learning. LLI focuses on the additional support that needs to be provided when that is not enough.

• Universal screening with the Fountas & Pinnell Benchmark Assessment System
• A research-based, early intervention system to supplement classroom small-group instruction
• Separate systems for Kindergarten, Grade 1 and Grade 2 developed around the Fountas & Pinnell A-Z Text Level Gradient and the Reading Continuum that describes the specific behaviors to notice, teach and support during the LLI lessons
• Diagnostic assessment that defines the problem areas in measurable terms and links assessment with instruction via the The Continuum of Literacy Learning
• Daily, 30-minute, small-group lessons that form the basis of a systemic intervention plan that includes weekly progress monitoring
• Lessons that include reading continuous text, writing about reading, phonics, letter/word work and extensive use of oral language throughout
• Lesson-specific suggestions to support English Language Learners (ELL)
• Explicit classroom & home connection to met the requirement of close collaboration and communication
• The Fountas & Pinnell Benchmark Assessment System to enable the collection of rich, baseline data prior to and after intervention
• Progress Management software that captures meaningful assessment data, generates weekly reports that track individual and group progress, and doesn't skew the focus of instruction.
• The Fountas & Pinnell Prompting Guide 1 to provide teachers with language to support strategic activities within the text
• Comprehensive, embedded teacher Professional Development to support effective communication between the classroom teacher, the reading teacher, and other specialists - all of whom must be involved if RtI is going to be successful.

The Continuum of Literacy Learning: A Guide to Teaching contains Reading Continuums that list the competencies to notice, teach and support at each text level. The Reading Continuum detail the specific behaviors and understandings that are evidence of thinking within, beyond, and about the text in addition to specific suggestions for word work drawn from the phonics and word analysis continuum.

1. The Reading Continuum grids summarize the competencies for thinking within, beyond and about the text.
2. The grade level Behaviors and Understandings grids list the competencies that should be consistently used within a span of text levels designated as Tier II & Tier III at the beginning, middle and end of the school year. These grids can be used to place students in Tier II or III intervention and monitor student progress during instruction.
3. The Assessment Summary grid lists the accuracy and comprehension requirements at which a student can read with good opportunities for learning through teaching. The number of competencies consistently used when thinking within, beyond and about the text, is provided as a guide.

If you don't have…	Then…	Approriate for:	Advantages	Number of LLI Systems needed per campus
A specific primary reading and writing intervention program	Leveled Literacy Intervention can meet that demand	Students that qualify for Tier II or Tier III Special Education students functioning in reading at a Kindergarten – Beginning 3rd grade level English language learners	All materials aligned for Tier II and III primary students All teachers have common language when discussing a child within the grade level or across grade levels Progress monitoring software can be used across the campus/ district PD can be planned across the district or campus LLI system is available with expectation charts, flow charts, and monitoring tools	Ideal: Three LLI system boxes per intervention teacher Manageable: Three LLI system boxes per intervention team Unmanageable: One LLI system box for campus

If you do have…	Then…	Approriate for:	Advantages	Number of LLI Systems needed per campus
A specific primary reading and writing intervention program	Leveled Literacy Intervention can provide additional support for intervention teachers	Students that qualify for Tier II or Tier III Special Education students functioning in reading at a Kindergarten – Beginning 3rd grade level English language learners	Additional reading text never seen by students Systematic support for the most struggling of readers Prompting Guide Chart for instruction Scientifically based programs for Tier II and Tier III students that is tied to instruction in the classroom Home and Classroom connections to ensure retention of reading and writing behaviors Professional Development can be planned within intervention teacher groups	Ideal: Three LLI system boxes per intervention teacher Manageable: Three LLI system boxes per intervention team Unmanageable: One LLI system box for campus

Grade Level Flow Charts
Coming Soon!

Download the complete Guide to using Benchmark and LLI in your RTI plan.

Fundamental Principles of Response to Intervention (RTI)	How LLI , BAS, and The Continuum of Literacy Learning Support RTI
Prevent language and literacy problems (International Reading Association)	BAS is used at the earliest levels of literacy, enabling teachers to identify the neediest students and begin intervention early. Early intervention prevents a widening of the gap and can be most effective in preventing longer-term literacy difficulties.
Assessments that can inform language and literacy instruction meaningfully (International Reading Association)	BAS provides a systematic, research-based set of assessments of a wide range of literacy tasks, including reading level, phonemic awareness, fluency, letter/sound knowledge, and vocabulary. During daily LLI lessons, teachers observe behaviors from The Continuum of Literacy Learning. Every lesson includes a section that provides suggestions for observational assessment across the lesson or additional assessment tips, as needed. Every other day, teachers administer a standardized reading record assessment that parallels BAS in administration, scoring, and analysis.
Effective, intensive, evidence-based early intervention	Research evidence based on the LLI lesson design indicates effectiveness of intervention enabling most students to reach grade level competencies in 14 – 20 weeks. Lessons are 30 minutes, daily, and intensive. Lessons are highly effective because of the seamless implementation of BAS, The Continuum of Literacy Learning, and LLI. The support provided by The Continuum of Literacy Learning enables teachers to become more analytic of reading strengths and needs and more reflective about the effects of the teaching on student competencies, thus enabling them to be highly effective in improving student achievement.
Data-based documentation used to monitor student progress	Data-based documentation is accomplished daily by utilizing observational assessment and reading records. Small groups of three or less enable teachers to do more effective observation and responsive teaching.
Accelerated reading growth, utilizing AYP criteria	Accelerated reading growth is documented through the LLI Data Management System which facilitates data entry and regular monitoring, reporting and graphing of both group and student progress according to AYP criteria. Expectation charts are also part of the LLI Data Management System.
High-quality professional development for teachers of low- performing students	LLI includes two Professional Development DVDs that feature step-by-step tutorials on coding, scoring, and analyzing reading behaviors from reading records and sample lessons that model instructional practices. Professional development links at the end of each LLI lesson refer teachers to professional readings and/or the DVD in order to expand their understanding. When Readers Struggle: Teaching that Works provides the theoretical rationale and precise teaching support and is included in each LLI system. The Prompting Guide 1, included in each LLI system, enables teachers to develop the effectiveness of their teaching interactions. Heinemann offers several levels of onsite and offsite professional development services.
Dynamic, positive, and productive collaboration among professionals with relevant expertise in language and literacy (International Reading Association)	The universal nature of Fountas & Pinnell professional books enables all members of team to participate in professional development and problem-solving. With a common assessment, BAS, it is possible to have a conference about which strategies students are using and neglecting, thus supporting a well-coordinated approach to teaching.