Goal and Purpose of the RTI Reading Intervention Review Task Force
The Task Force is established to examine the existing K-12 reading intervention curriculum and materials, compare to needs in K-12 intervention, report findings, and to recommend improvements, including additional or replacement materials. All committee members are expected to consider K-12 as well as level/course specific issues. The group is advisory to the RTI Steering Committee.
Questions to consider:
How are EPS students performing in reading — K-12, all subgroups?
What are the learner outcomes and standards we are meeting? Which are we not meeting?
What is the structure and sequence of reading intervention instruction?
What instructional models and strategies are in place at each level?
What teaching and learning materials are currently used?
What assessments are used? What assessment practices are in place?
Representatives shall be drawn from classroom and resource room teaching staff. Feedback must be sought from teachers and others as deemed necessary, provided to committee members.
Product of the Committee’s Work
Findings and recommendations regarding K-12 evidence based reading intervention curriculum and instructional materials and sequence for RTI Tiers I, II and III. Consideration shall be given to student performance, learner outcomes, assessment, and existing materials. If specific structures become apparent, the committee shall provide rationale as well as recommendation.
The Task Force is established to examine the existing K-12 reading intervention curriculum and materials, compare to needs in K-12 intervention, report findings, and to recommend improvements, including additional or replacement materials. All committee members are expected to consider K-12 as well as level/course specific issues. The group is advisory to the RTI Steering Committee.
Questions to consider:
How are EPS students performing in reading — K-12, all subgroups?
What are the learner outcomes and standards we are meeting? Which are we not meeting?
What is the structure and sequence of reading intervention instruction?
What instructional models and strategies are in place at each level?
What teaching and learning materials are currently used?
What assessments are used? What assessment practices are in place?
Representatives shall be drawn from classroom and resource room teaching staff. Feedback must be sought from teachers and others as deemed necessary, provided to committee members.
Product of the Committee’s Work
Findings and recommendations regarding K-12 evidence based reading intervention curriculum and instructional materials and sequence for RTI Tiers I, II and III. Consideration shall be given to student performance, learner outcomes, assessment, and existing materials. If specific structures become apparent, the committee shall provide rationale as well as recommendation.