• 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
• Some Fundamental Principles of RTI and Their Relationship to Fountas and Pinnell’s Research-based Systems
• Guide to Using Benchmark and LLI in your RTI plan

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 Hannes

Sara Hannes has been an educator for 22 years. She received her Bachelors degree in Education with from University of Houston in 1986. She began her career as a first grade bilingual teacher. In 1992 she received her Masters in Bilingual Education from the Houston Baptist University. She trained as a Reading Recovery Teacher Leader through Texas Woman's University during the 1993-94 school year. The following year she also became certified as a Descubriendo La Lectura Teacher Leader. In 2008 she received her administrators certificate from St. Thomas University in Houston Texas and is currently the director of a prekindergarten center.

Download the complete Guide to using Benchmark and LLI in your RTI plan.

Fundamental Principles of Response to Intervention (RTI)	How LLI , BAS, and The Continuum of Literacy Learning Support RTI
Prevent language and literacy problems (International Reading Association)	BAS is used at the earliest levels of literacy, enabling teachers to identify the neediest students and begin intervention early. Early intervention prevents a widening of the gap and can be most effective in preventing longer-term literacy difficulties.
Assessments that can inform language and literacy instruction meaningfully (International Reading Association)	BAS provides a systematic, research-based set of assessments of a wide range of literacy tasks, including reading level, phonemic awareness, fluency, letter/sound knowledge, and vocabulary. During daily LLI lessons, teachers observe behaviors from The Continuum of Literacy Learning. Every lesson includes a section that provides suggestions for observational assessment across the lesson or additional assessment tips, as needed. Every other day, teachers administer a standardized reading record assessment that parallels BAS in administration, scoring, and analysis.
Effective, intensive, evidence-based early intervention	Research evidence based on the LLI lesson design indicates effectiveness of intervention enabling most students to reach grade level competencies in 14 – 20 weeks. Lessons are 30 minutes, daily, and intensive. Lessons are highly effective because of the seamless implementation of BAS, The Continuum of Literacy Learning, and LLI. The support provided by The Continuum of Literacy Learning enables teachers to become more analytic of reading strengths and needs and more reflective about the effects of the teaching on student competencies, thus enabling them to be highly effective in improving student achievement.
Data-based documentation used to monitor student progress	Data-based documentation is accomplished daily by utilizing observational assessment and reading records. Small groups of three or less enable teachers to do more effective observation and responsive teaching.
Accelerated reading growth, utilizing AYP criteria	Accelerated reading growth is documented through the LLI Data Management System which facilitates data entry and regular monitoring, reporting and graphing of both group and student progress according to AYP criteria. Expectation charts are also part of the LLI Data Management System.
High-quality professional development for teachers of low- performing students	LLI includes two Professional Development DVDs that feature step-by-step tutorials on coding, scoring, and analyzing reading behaviors from reading records and sample lessons that model instructional practices. Professional development links at the end of each LLI lesson refer teachers to professional readings and/or the DVD in order to expand their understanding. When Readers Struggle: Teaching that Works provides the theoretical rationale and precise teaching support and is included in each LLI system. The Prompting Guide 1, included in each LLI system, enables teachers to develop the effectiveness of their teaching interactions. Heinemann offers several levels of onsite and offsite professional development services.
Dynamic, positive, and productive collaboration among professionals with relevant expertise in language and literacy (International Reading Association)	The universal nature of Fountas & Pinnell professional books enables all members of team to participate in professional development and problem-solving. With a common assessment, BAS, it is possible to have a conference about which strategies students are using and neglecting, thus supporting a well-coordinated approach to teaching.