RTI


 * RTI-[] **

Data based decisions evaluate interventions ||
 * ProgressMonitoring || Frequency || Purpose ||
 * Curriculum Based Measures (CBM) || Depends on intensity of the intervention and the level || Informs instruction
 * Tier I**
 * **At least 80% of the students show adequate growth within the guaranteed and viable curriculum for all students**
 * **Universal screenings for all; thoughtful assessments that monitor individual student progress over time**
 * **Teach the essentials in sufficient depth with adequate time for deep learning. Structurally sound lessons that ensure all students are learning**
 * 1) Compass activities
 * 2) Best practices that help students-in order to be an intervention it would then change to longer duration and frequency, which is pumped up from regular group work

__Tier I Universal Interventions and Best Instructional Practices__

Interventions or best instructional practices that fall into Tier One are those routinely used in general education classrooms and are short term, less intense strategies that when implemented will help the student learn the necessary skill or content. They may include:


 * 1) Grouping students with common needs and providing small group skill interventions
 * 2) Providing regular opportunities to work in whole groups, small groups, with partners, or individually
 * 3) Pausing during instruction to check for understanding
 * 4) Using specific content feedback
 * 5) Providing extra time and practice
 * 6) Changing the mode of instruction to meet a student's learning style (visual, auditory, kinesthetic)
 * 7) Pre-teaching or re-teaching concepts to help with acquisition
 * 8) Monitoring the student's progress through the use of checklists or daily/weekly notes
 * 9) Pairing struggling learners with higher performing students for certain tasks or pairing students from one grade level with another grade level
 * 10) Using computer tutorials or software for extended practice, refinement, or enrichment (Compass, Study Island, Larsen Math, Accelerated Reader, etc)

The following are some specific suggestions for Math and Reading:

Math-
 * Translating equations, operations, or procedures from numbers into words and from words into numbers
 * Using a journal to help students organize their learning
 * Using flashcards to build fluency in basic operations
 * Playing interactive games for concept and vocabulary reinforcement
 * reading story problems and record the actions with numbers and symbols

Reading-
 * Using flexible reading groups
 * Teaching skills in mini lessons
 * Using text features as aids in comprehension
 * Using graphic organizers

Teach comprehension skills in mini lessons-
 * Use text features as aids in comprehension
 * Use direct systematic vocabulary instruction
 * Use graphic organizers
 * Use computer programs/software for additional practice


 * Tier II**
 * **Researched based targeted instruction**
 * **Skyward RTI-organize progress monitoring data**
 * **Small groups in supports and extends tier I, is in addition to core**
 * **Extra time, intensity, & collaboration aimed at moving the student to success**

__Tier II__ Tier II interventions are those interventions that require more time, intensity, and duration. The interventions may take place outside the general classroom and is monitored more frequently thorugh a variety of assessment measures. Tier II interventions are implemented when those universal interventions in Tier I have not been successful with students. Teachers have documented the use of those strategies and data suggest that students need more intense instruction.

These interventions may include:
 * 1) Direct Instruction
 * 2) Fast ForWord
 * 3) Read 180
 * 4) System 44
 * 5) Targeted skill instruction and practice minimally three times a week


 * Tier III**
 * **Progress monitoring data for informed decisions**
 * **Focus: intensive intervention research based**
 * **Collect data weekly**
 * **Very small groups - may be one to one instruction**
 * **Specialized instruction may be delivered by a special education teacher**