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Read Naturally and Response to Intervention (RTI)
How Read Naturally Assessments and Programs Align With RTI
The following table shows how Read Naturally instructional programs and assessments align with the necessary conditions and activities for high-quality reading intervention in an RTI model (see also New Roles in Response to Intervention):
Necessary Conditions and Activities for High-Quality Reading Intervention in an RTI Model |
Elements of Read Naturally
Assessments and Programs |
| Student progress is continually monitored. |
RFBA and Benchmark Assessor Live (part of Read Live) are screening tools for overall reading proficiency that monitor growth over time. RFPM is administered more frequently throughout the year to measure growth in reading proficiency. QPS is a diagnostic assessment designed to identify students' strengths and instructional needs in phonics and decoding skills. It includes three forms for progress monitoring. |
| Data-based documentation is maintained on each student. | The software in RFBA and Benchmark Assessor Live (part of Read Live) calculate and store student data and have reporting capabilities for individual students, a classroom, or (in RFBA) a school. RFPM provides record sheets and graphs for documenting more frequent progress monitoring. |
| High-quality instructional and behavioral supports are in place. | Read Naturally Live (part of Read Live), Read Naturally Encore, Read Naturally ME, Read Naturally SE, One Minute Reader, GATE, Word Warm-ups, Signs for Sounds, and Take Aim! at Vocabulary provide high-quality, scientifically based instruction in building automaticity in fluency, phonics, decoding, spelling, and vocabulary. |
| Scientific, research-based intervention is delivered by qualified personnel with expertise in the intervention used and in the areas of student difficulty. | Read Naturally provides professional staff development through seminars, on-site training, Train The Trainer workshop, webcasts, and self-study tools. |
| Appropriate interventions address each individual student's difficulties at the needed level of intensity and with the support of needed resources and personnel. | Read Naturally Live (part of Read Live), Read Naturally Encore, Read Naturally ME, and Read Naturally SE use three powerful strategies to support students in accelerating their reading fluency: teacher modeling, repeated reading, and progress monitoring. One Minute Reader uses the same strategies in a school-to-home program. GATE combines fluency development and early phonics instruction for small groups. Word Warm-ups is a phonics program for developing mastery and automaticity in decoding. Signs for Sounds is a systematic, explicit spelling program that teaches regular spelling patterns and high-frequency words. Take Aim! at Vocabulary is a research-based vocabulary program that targets middle-grade students. (Placement tests, pre/posttests, and progress monitoring are built into each Read Naturally program to ensure appropriate levels and intensity for each student.) |
| Systematic documentation verifies that interventions are implemented with fidelity, integrity, and the intended intensity. | Built-in systems of progress monitoring and accountability document student improvement in each program. Record-keeping graphs are provided to document the effectiveness of each lesson. A student continues to work at his or her instructional level until goals are met. Materials can be adjusted based on progress monitoring. Fidelity checklists support optimum implementation practices. |
| Decisions are made by a collaborative team of school staff who review response data and other information required to ensure a comprehensive evaluation. | RFBA, Benchmark Assessor Live (part of Read Live), RFPM, QPS, and the built-in progress monitoring features in Read Naturally Live (part of Read Live), Read Naturally Encore, Read Naturally ME, Read Naturally SE, One Minute Reader, GATE, Word Warm-ups, Signs for Sounds, and Take Aim! at Vocabulary provide data for decision-making by collaborative teams. |
| A written document describing the specific components and structure of the process to be used is available to parents and professionals. Parental notification and involvement are documented. | Once the collaborative team has identified the appropriate intervention(s), the following tools are available: (1) A parent letter introduces each of the programs and includes a program description, research-based components, procedures, and suggestions for parent support and (2) record-keeping sheets and graphs in each assessment and program are provided for documenting student progress and sharing information with parents. |