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Response to Intervention

Response to Intervention (RtI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavioral problems. With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, adjust the intensity and nature of those interventions based on a student's responsiveness, and identify students with learning disabilities or other disabilities.

Centennial's 6 Components of RtI

  • Curriculum and Instruction
  • Assessment and Use of Data
  • Problem-Solving Process (PST)
  • School Climate and Culture-PBS
  • Leadership
  • Family and Community Engagement (SAC and PTO)

Benchmark Assessments

Benchmark Assessments are not only used to help determine individual students' needs but are also required by the Colorado Basic Literacy Act.

Acuity for 3rd through 5th grades

Pre-built, classroom-friendly Acuity Diagnostic and Predictive Assessments enable teachers to quickly diagnose student achievement and predict student outcomes, creating targeted instructional opportunities at the student and classroom levels. Acuity Predictive and Diagnostic Assessments are available for Grades 3–8 in reading/language arts, math, and science, and for Grades 6–12 in Algebra.

DIBELS for kindergarten through 5th grades

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed as brief (one-minute) fluency measures to regularly monitor the development of early literacy and reading skills.

DRA2 for kindergarten through 5th grades

The DRA2 helps educators identify students' reading achievement through systematic observation, recording, and evaluation of performance. It also analyzes data, documents progress, and communicates assessment information to administrators, parents, and students, thereby driving effective reading instruction tailored to the critical intervention points identified by assessment results.

These Benchmarks help determine interventions to use to enable maximum growth.

Literacy Interventions Used at Centennial Elementary

Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words (SIPPS)

SIPPS focuses on the early reading skills of: 1) Phoneme awareness - letter sounds, 2) Phonics - learning the sounds of letters and letter groups and understanding how words are broken into syllables, and 3) Sight Words - words that may not follow phonics rules but must be known to become fluent readers.

Soar to Success

Soar to Success is a program designed to increase a student's reading comprehension. The reciprocal teaching strategies of predict, question, clarify, and summarize are used to ensure students think more deeply about what is happening as they read, both in the books and in their own minds. During and after reading books in Soar to Success, students write well-thought-out answers to questions about the books. Through writing, students recognize their understanding of the books or their need to think more deeply.

Read Naturally

Read Naturally is a program designed to increase a student's reading fluency. Fluency is a measure of how quickly and accurately a student can read aloud. If a student struggles to be fluent, they miss the point of what they are reading and become frustrated. During this program, students practice reading a leveled selection aloud. First, they read the selection aloud and time themselves to get a "cold read" score. They then listen and read along with a CD. Students then practice reading aloud on their own many times, answer questions about the reading, and write a summary. Finally, they read aloud to the teacher and are measured for a "hot read" score.

To learn more about Response to Intervention, see the Essential Components of RtI - A Closer Look at Response to Intervention.