Are we all on the same page?

1. Are we all on the same page? Tier I Response to Intervention Steven A. Sanchez, Associate Superintendent Las Cruces Public Schools November 30, 2010

3. Tier I – Are we asking the right questions? • Do you view this as a mandated program? • Do you have an abundance of implementation checklists? • Do you view this as a series of “single actions” instead of an ongoing “process” to improve teaching and learning? • Is RtI and end in itself or a “means to an end”? • Is there a process in place to determine that 80-85% of students are learning the material in the regular classroom setting through appropriate differentiation?

4. The appropriate amount of time allocated to reading instruction in grades K-3 will vary with the needs of the majority of students. Schools that serve a high proportion of students at risk for reading difficulties will likely require a longer block of time devoted to reading instruction than schools that have small numbers of students at risk (Foorman and Torgesen, 2001). If substantial numbers of students in the early elementary grades are not able to meet grade level expectations in basic reading skills and significant numbers cannot meet grade level expectations in reading comprehension by the end of third grade, both the amount and quality of instruction may need to be increased. • Accepted Practice • ~ 90 minute reading block