Response to Intervention

As part of a Response to Intervention (RTI) system of support, I designed an individualized fluency plan for a kindergarten student with a strong interest in fashion. To foster her reading confidence and engagement, I created a classroom-wide project that culminated in a student-led fashion show. The targeted student served as the narrator, practicing and performing fluency-focused sentence strips that guided the audience through each part of the show. These strips were intentionally crafted at her instructional level, helping her develop pacing, expression, and confidence with oral reading.

The fashion show extended beyond literacy support—it also aligned with our learning about community jobs and environmental responsibility. As we explored how people contribute to a community, each child took on a role related to the event—from model and narrator to ticket taker and cashier—giving every student a chance to lead and collaborate.

In connection with our unit on reducing, reusing, and recycling, all fashion pieces modeled in the show were created from recycled materials and original student artwork, turning the runway into a celebration of creativity and sustainability. We invited staff members and older students to attend as our audience, making the event a schoolwide celebration of literacy growth, environmental learning, and community-building.

This project not only supported targeted RTI goals, but also empowered students to apply their learning in a joyful, purposeful, and memorable way.