Please enable JavaScript.
Coggle requires JavaScript to display documents.
RTI: Putting it all together - Coggle Diagram
RTI: Putting it all together
For RTI to be implemented successfully in schools, a great deal of professional development and ongoing support for teachers and other staff members must first take place.
professional development can be offered through summer institutes, after-school trainings, or in-service workshops. Ongoing professional support might take the form of regularly scheduled opportunities for teachers to meet—often as a grade-level team—and review RTI implementation issues and students’ instructional needs.
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
Implementation process
Year 1: The S-Team gathers information on the various options for early intervening services and identification of learning disabilities. The faculty and staff choose to implement the standard protocol approach to RTI.
Year 2: The first-grade teachers receive extensive training over the summer on all components of RTI. Beginning in the fall, they pilot the RTI approach to identify and support struggling readers. The rest of the teachers at Rosa Parks receive training on only one component—progress monitoring—during the fall and begin monitoring students’ progress in their classrooms in the spring.
Year 3: The first-grade teachers continue RTI implementation. The second-grade teachers receive extensive training over the summer on all components of RTI and begin RTI implementation in reading. The rest of the teachers continue to use progress monitoring.
It is important for a teacher to know whether the core reading program used by the school is comprehensive and provides adequate instruction for the five core components of reading:
Phonemic awareness
Phonics and word study
Vocabulary
Fluency
Comprehension
It is critical that the school or district establish the criteria and guidelines that will be used to determine tier decisions before teachers begin to implement the RTI approach. These criteria and guidelines may be influenced by the primary purpose for which the school is implementing RTI.
Considerations for culturally and linguistically diverse learners—including reading instruction tips, testing considerations, and RTI’s potential advantages over the IQ-achievement discrepancy model—have been addressed throughout this RTI series.
the process must be constantly monitored to ensure that it meets the needs of students from diverse backgrounds.
Teachers must be aware that there are other disabilities that can directly or indirectly affect classroom performance and that they must provide necessary accommodations for students who have those disabilities.
Teachers need to communicate at a developmentally appropriate level with students about instruction, interventions, and assessments (i.e., universal screening, progress monitoring) that will be carried out throughout the RTI process.
Communication among school personnel is crucial to the successful implementation of the RTI approach. This communication can occur in a variety of ways, including regularly scheduled grade-level team meetings to discuss students’ educational needs and regularly scheduled meetings between the general education teacher and the school personnel providing supplemental intervention.