Our seven-episode series breaks down each tier of the process to help you:
Enjoy videos, resources, and practical suggestions to help you effectively support RTI in your school or district. Each episode is designed to build on the previous, giving you a complete picture of a successful RTI program by the end of the series. Each video is less than 10 minutes long and can be accessed on your own time, to fit your busy schedules.
Let’s set the stage for a successful RTI program. How are students going to be chosen for tier placement?
When an effective RtI plan is in place, teachers have the data necessary to determine the needs of each student. Sometimes getting all the parts and pieces to work together can be challenging! Identifying which tiers your students fall in is the perfect starting place. Hear from DeSoto County Schools (MS) MTSS Coach, Emily Burke, on what this looks like in practice.
Episode 2: Screening and Reviewing Data
The RTI process begins with two things - assessment and instruction. On the assessment side, all students in general education are screened. On the instruction side, all students receive high quality, on grade level instruction. Let’s look at how screening can help make sure we are on the correct path with both.
Students are screened, tiers identified and intervention is in place for tier 2 and 3 students. Now it’s vital to monitor their progress at the student’s performance level. Progress monitoring is a standardized method of formative assessment that tells us how well students are responding to intervention. It can sound intimidating - but once you see how easy it can be, you'll be a pro in no time! Plus, check out our newest white paper for a complete breakdown of the formal progress monitoring process.
Classworks Individualized Learning time for intervention is an important factor toward achieving real time learning goals. Through assessment, Classworks identifies skill-specific learning deficits and creates individualized assignments for students. This independent instruction allows students to work on targeted skills. Intervention must be at a student’s performance level. This means that there could be a variety of levels a student is working on by skill. While students work independently on their learning paths, working in small groups on group specific deficits is very powerful! intervention time.
Data allows you to see if students are responding to their intervention and let’s you know if you need to make adjustments to instruction.
What does Progress Monitoring ultimately help you do? The data allows you to see if students are responding to their intervention, let’s you know if you need to adjust instruction and if students need to move tiers. In this episode, we'll tackle the process of interpreting your students' progress monitoring data and what decisions you can make from it.
Today we are going to look not only at the types of data we want at those meetings, but also other elements that need to be present.
For an effective data meeting, you need three things: the right people, the right data, and the right decisions. In this episode, we'll give you everything you need to know to ensure all three are present for your next meeting!
Tier 1 is the foundation for all students. The instructional practices within the classroom are the key to strong students.
Tier 1 requires effective teaching and strong instructional practices. So, the next step is to analyze those instructional practices and put powerful instruction in place. Have teachers reflect on what practices are incorporated - or need to be incorporated - into their day-to-day routines.
In this episode, we'll go over the characteristics of powerful instruction and how teachers can incorporate those critical skills and strategies in their lessons.
When we think about Best practices for RtI a great option is nationally norm-referenced scores to determine which students in a school or district are recommended for intervention services. Using nationally normed data allows you to see where your students stand in comparison to the larger group interacting with the same assessment.