• Introduction
• Ways to consider using the Benchmark Assessment Systems for Your Campus or District
• When to Assess with Benchmark Systems for RtI
• Grade Level Flow Charts, Expectations for Reading, and Tier Options Charts
• Reproducible Forms and Charts Across all Grade Levels
• Word Analysis and Phonics Guide
• About the Authors of the RtI Documents

Introduction
Response to Intervention is defined as the change in behavior or performance as a function of an intervention (Gresham, 1991). The response to intervention (RtI) model is a three tiered intervention model designed to provide educators with a way to systematically evaluate the needs of students based on data, and place the students on tiers. These tiers then delineate the amount of intervention services needed for students. The assessment data is then used by the campus team to fine-tune interventions to accelerate the student growth. After instructional interventions have been implemented, progress monitoring is used to ascertain if the intervention was successful.

Heinemann's Benchmark Assessment Systems I and II correlate directly with the RtI model by providing:

• A universal reading screening tool for Tier I
• Assessment support tools for Tiers II and III. These assessment tools can enable instructors to diagnose instructional needs focusing on: Fluency, Comprehension, Phonological Awareness, Text Level of Difficulty, Phonics, and Vocabulary.
• Progress monitoring software
• A Professional Development DVD to support teachers
• Timelines for Tiered assessments
• Grade level expectations charts for Fall, Midyear, and Spring for support in placement of students on Tier I, II, or III
• Monitoring tools such as: color coded trajectory charts, action plan document, biannual, tri annual and quarterly forms, and weekly monitoring suggestions

If you don't…	Then…	Students	Advantages	Number of Assessment Systems needed per campus
Have a Universal Screening Tool for Reading	The Benchmark Assessment System I and 2 can meet that demand	All students would be screened using the tool and follow up monitoring and optional assessments would come from the Systems for students in Tier II or Tier III	All assessments would be aligned for Tier I, II, and III students All teachers would be able to have a common language when discussing a child within the grade level or across grade levels Progress monitoring Software can be used across the campus/district Professional Development can be planned across the district RtI system for reading is available with expectation charts, flow charts, and monitoring tools	Ideal: One assessment box per teacher Manageable: One assessment box per one or two teachers Unmanageable: One assessment box per grade level

If you do...	Then…	Students	Advantages	Number of Assessment Systems needed per campus
Have a Universal Screening Tool for Reading	The Benchmark Assessment System I and 2 can meet the demand for Tier II and Tier III Assessment Needs	Students that qualify for Tier II or Tier III	Additional reading screening tool Many optional assessments Optional assessment guide is available to determine assessment needs for students Progress for Tier II and Tier III is assessed across a campus or district using the Benchmark Assessment System I and 2 Intervention assessments would be aligned across the campus/district Professional Development can be planned within intervention teacher groups	Ideal: One assessment box per intervention teacher and one assessment box per one or two grade level teachers Manageable: One assessment box per one or two teachers providing intervention and one assessment box per one or two grade level teachers Unmanageable: One assessment box for all intervention teachers and one assessment box per grade level

Assessment Period	Tier I	Tier II	Tier III
1st Quarter (August/September)	X	X	X
2nd Quarter (November/December)		X	X
3rd Quarter (January/February)			X
4th Quarter (April/May)	X	X	X

• In the 1st Quarter, all students need to be screened with a Universal Screening tool and placed on a tier so interventions can be discussed and utilized.
• In the 2nd Quarter, students that fall on Tier II and Tier III need to be assessed to determine if the interventions selected are working. After this assessment, a careful analysis of student progress is necessary to determine if a student remains on the same tier or if interventions need to be adjusted. If a student has not made progress on Tier II then the student will need to be placed on Tier III and intervention support will need to be changed.
• In the 3rd Quarter, Tier III students will need be assessed only. This is to once again monitor growth and to adjust interventions to reflect student needs.
• In the 4th Quarter, all students will need to be assessed to monitor and document progress.

Grade Level Charts
RtI Flow Charts	RtI Expectations for Reading	RtI Tier Options Charts
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh/Eighth Grade	Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh/Eighth Grade	Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh/Eighth Grade

• Chart for Leveling Assistance: Where to Start Word Test
• Placing students on Tiers for Interventions Chart
• RtI Goal Sheet
• Weekly Lesson Plan Guide

• Early Literacy Concepts
• Phonological Awareness
• Letter Knowledge
• Letter/Sound Relationships/Spelling Patterns
• High Frequency Words
• Word Meaning/Vocabulary
• Word Structure
• Word Solving Actions

Christine Wilson

Christine Wilson has worked in education field for 26 years. For the last nine years Christine has held the position of Literacy Specialist (K-12) in the Special Education Department of Spring Branch ISD in Houston, Texas. Previous to this position, she has worked for twelve years as a literacy coach in Alief ISD in Houston, as well as a classroom teacher in Spring ISD.

Working to support struggling readers has been a high priority for Christine. She co-chaired her district's RTI planning committee to facilitate best practice and a systematic way to monitor students. Christine continues to work to support literacy instruction within her district and through consulting.

Christine has earned an undergraduate and masters degree in reading. Her love for teaching children and mentoring teachers has allowed her to work in many different environments. She has worked alongside teachers in the classroom and provided district and campus professional development. She has worked as a consultant for many districts throughout Texas and other states. Christine also has been an adjunct professor and taught a balanced literacy course for St. Thomas for many years.

Sara Jo Hannes

Bio coming soon!