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.