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Putting it All Together - Coggle Diagram
Putting it All Together
Teachers should schedule the administration of the universal screening assessment to fit their schedules and their classrooms’ needs.
It is also important to determine whether the reading program contains culturally relevant materials and is accessible for students with disabilities.
Teachers who establish and maintain effective classroom rules are more likely to prevent potential behavior problems and disruption during instruction.
It is important for a teacher to know whether the core reading program used by the school is comprehensive and provides adequate instruction.
Teachers will examine both performance levels and rates of growth and will decide, based on the following guidelines, whether students are making adequate progress:
Students are making adequate progress if their scores are at or above the established criterion for either performance level OR rate of growth.
Students are not making adequate progress if their scores fall below the criteria for both performance level AND rate of growth.
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Many teachers think the management of learning centers can be challenging, particularly when planning meaningful activities and holding students accountable for their work.
Making 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.
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Focused on individualized goals, which may or may not be on grade level
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More intense, often through longer or more frequent sessions and through smaller group sizes