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Let's review Mrs. Hernandez's implementation of the RTI approach up
to this point.

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First, Mrs. Hernandez administered the universal screening measure
and identified the struggling readers in her class.

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She continued to provide high-quality reading instruction to all
students in her classroom

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using the curriculum selected by the district.

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Although the Rosa Parks S-Team decided that she only had to monitor
the progress of the struggling students, Mrs. Hernandez decided to

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monitor the progress of all her students once a week using the
Vanderbilt University Word Identification Fluency measure.

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She decided to do this because she wanted to compare the progress of
her struggling students with that of her nonstruggling students to

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make certain that she was indeed providing high-quality instruction
to her entire class. She also wanted to use this data to inform her

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instruction. In addition, she also knew from past experience that
implementing progress monitoring with all students and allowing them

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to graph their own data would motivate students to succeed. This
past summer, Mrs. Hernandez received RTI training that included

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information on how to use each student's rate of growth to evaluate
his or her progress. After eight weeks, she is now ready to apply this

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knowledge to determine who is benefiting from instruction in Tier 1
and who needs intervention.