RTI process for Lyn Marsilio's elementary school.

• Set a couple goals: know their letters, ICU.
• 4 rotations, 6 minute rotations
• Letter writing, letter sorts, tracing, sound sorts.
• After the first 20 days, graduated kids went back into the classroom.
• Did a round 2 to add rhyming and took out tactile piece.
• Taking attendance for kids to see how many times they went to this intervention.
• Out of the 20 days, some kids only made 14, and so called him to make sure kids
• Our third round, the teachers are finally seeing why we take data.
• Kids making the goals early are taking off in other areas because they had those foundational skills.
• 80% on grade level vs. 40% that were on grade level last year.
• Narrows down who needs special skills.
• In the past, title I data has felt like a collection with no meaning. Up until this year, that has been data that we collect, not that we use.
• Teachers plan it, teacher assistants implement it.
• 1st grade - 46 kids, three title I teachers are working with these kids. We have seen 84% of the kids in 1st grade making progress.
• Co planning with the reading teachers.
• In second grade, about 50% of kids have rotated out because of progress.
• There is a great benefit in being targeted.
• 3rd graders, all but 2 of the 25 kids needing intervention are making great progress.
• Lots of young staff, and they are still doing well.
• Teachers are seeing why the planning is affecting instruction and what that impact is.
• foundational skills in 2nd and 3rd grade: decoding, then once they hit grade level, push comprehension.
• Holding on to them a little longer.
• Got push back in the beginning because we are doing something different.
• Now that they are seeing why we structured that the way did, there is more excitement.
• 2nd and 3rd grade, asked teachers for input to make sure they felt supported.
• Success is contagious.
• What haven't we figured out: 4th and 5th grade.
• Looking at budget as people and not programs.
• We are getting kids to be readers.

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