The Imagination Station and Response to Intervention

The Imagination Station's research validated benchmark and continuous progress monitoring, differentiated scientifically based reading instruction, teacher-directed lessons and fidelity of implementation reports provide a solid foundation for an effective RTI program.

The following is a suggested framework for using The Imagination Station as the foundation of a three tier RTI model.

Tier 1, the primary prevention level

Screen all students using Istation's Indicators of Progress (ISIP) as indicated on the school assessment calendar. Revalidate students identified as at-risk or some-risk using ISIP on demand assessments. Place students that continue to be identified as at-risk or some risk in The Imagination Station for a minimum of 90 minutes a week. The Imagination Station will use ISIP data to individualize scientifically based reading instruction for each student.

Monitor students as they use The Imagination Station to ensure they remain focused and understand instructions. Provide teacher-directed lessons in small groups as recommended on the Priority Report. Use ISIP on demand assessments as needed to develop an understanding of student weaknesses and modify instructional plans.

After 10 weeks, confirm risk status by administering another validated reading assessment to students identified as at-risk or some risk by ISIP. Move students confirmed as being at-risk or some risk to tier 2. Teachers and the teacher support group may choose to move some students directly to Tier 3.

Tier 2, the secondary prevention level

Increase student usage of The Imagination Station to 5 times a week for a minimum of 30 minutes per session for up to 16 weeks. Provide teacher-directed lessons in small group instruction as recommended on the Priority Report. Provide additional interventions to students that continue to be identified as at risk or some risk. Pay attention to specific instructional strategies found to benefit particular students.

When a student does not show growth in response to multiple individualized and small-group interventions for an extended period to which most students respond, move them to tier 3.

Tier 3, the pre-referral level

Continue tier 2 interventions and begin a comprehensive evaluation. Use ISIP data and the Priority Report's audit trail to assist in the evaluation. Confirm final status using other instruments as appropriate.

When an evaluation confirms a disability, the student has special learning needs. These students typically receive an individualized learning program over seen by Special Education.