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 in classroom
enviornment.
Tier 1
Instructional Level
Universal screening is used to
assess phonological process
understanding, letter name
knowledge, and word
identification. Assessments and
progress monitoring will begin
prior to Kindergarten and
continue to evolve as student(s)
perform in the classroom setting.
Based off progress monitoring,
observations and data collection,
teaching will begin with
systematic instruction. Examples
may include phonological
awareness, phonemic awareness,
fluency, vocabulary, and
comprehension to evaluate for
dyslexia.
Data Collection:
1. Benchmark Assessments: Fall,
Winter, and Spring
2. Progress Monitoring regularly
2. PALS screening (K-3)
3. District Specific Tests (MAPS)
Student is in a
more targeted
group based off
data collection
and/or
Tier 2
performance.
Instructional
Level
Small groups will be created based
off PALS scores to remediate and
continue to build on prior
knowledge. This tier is in addition to
the classroom instruction taking
place. Progress monitoring will be
documented to assess growth and
provide necessary intervention to
continue to evaluate students
knowledge of phonological
understanding. Small Groups may
be pulled by PAL's tutor, or literacy
coach.
Data Collection:
1. Benchmark Assessments Fall,
Winter, and Spring
2. Diagnostic Testing
3. Progress Monitoring weekly
4. PALS screening (K-3)
5. District Specific Tests (MAPS)
Student is working
one-on-one to target
individual needs with
trained professional.
Intervention Level
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
evaluation for special education will
be reccommended. Accommodations
and modifications will be adapted
through special eduation services,
reading specialist intervention, IEP,
504, and ESOL. Skills will be
reviewed and goals will be created
for student progression.
Progress will be closely monitored
and more structured to meet the
needs and continue to use data to
drive instruction.
Data Collection (depending on
student accommodations
assessments may be adapted):
1. Benchmark Assessments Fall,
Winter, Spring
2. Diagnostic Testing
3. Progress monitoring daily
4. PAL's Screening (K-3)
5. District Specific Test (MAPS)