Please enable JavaScript.
Coggle requires JavaScript to display documents.
RTI (Part 4): Putting it All Together, All of my information was obtained…
RTI (Part 4): Putting it All Together
Teachers and staff members need to receive support and training. Professional development and support is critical to the successful implementation of the RTI approach. At a minimum, general education teachers need to receive training on the following:
Administering universal screening measures
Employing frequent progress monitoring
Implementing high-quality reading instruction in Tier 1 and, possibly, Tier 2
Collaborating with intervention providers in Tiers 2 and 3
Applying decision-making rules and procedures
Students who are aware of their progress are more knowledgeable about their learning. When they see their academic growth in an easily understood format— such as on a graph—students begin to recognize the relationship between their efforts and progress.
Addressing Diversity
Cultural and Linguistic Diversity
Disability
Important information to address before school starts is: core reading program, student information, classroom management, materials storage, data management system, classroom management system, and daily schedule.
Tier 2
Providing 30 Additional Minutes of High-Quality Instruction
Progress Monitoring
Initiating and Discontinuing Intervention
aking decisions about when and whether students should begin or end intervention is inherent to the multi-tiered RTI approach. Such decisions must take into account each students’ needs and the resources available within each school or district.
Tier 1
Frequent Progress Monitoring
Core Reading Program
Providing 90-Minutes of High-Quality Instructional Practices
Tier 3
Providing 40–60 Additional Minutes of High-Quality Instruction
Progress Monitoring
Possibly might have to make Instructional Decisions
Universal Screening
Administering the Universal Screening Assessment
Verify whether students should remain in the existing small groups or determine whether the groups need to be restructured
Identify students who are potentially struggling with reading and who need to be monitored frequently to determine if intervention would be beneficial
Communicate with Students, School Personnel, and Parents
All of my information was obtained from: The IRIS Center. (2008). RTI (part 4): Putting it all together. Retrieved from
https://iris.peabody.vanderbilt.edu/module/rti04-alltogether/