rti poster

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RTI-Reading Strategies and Interventions By: Viola Gilbert, Cindy Miller-Walker, Misty Rushing, Karen Branch, and Chad Geary Tier I Best Practices •Differentiating instruction for all students •Identifying and grouping students to work on targeted skills. Tier II Best Practices •Small, homogenous groups of 3 to 4 that address the main reading component (comprehension, fluency, phonemic awareness, phonics, and vocabulary) •More teacher/student interaction •Frequent opportunities for student practice •Specific feedback •Build skills gradually •Systematic instruction Tier III Best Practices •Taught in very small groups or one on one •Duration is 9-12 weeks •Progress Monitoring up to twice a week •Need active instruction •Variety of practice opportunities •Continuous, corrective feedback •Focus on a few key skills at a time •Individualized according to learning styles Plans or methods used to obtain a specific goal. A method of instructing a student in a particular area of learning or behavior with the intention of improving performance which includes targeted assessment, planning, and data collection. Strategies Interventi ons Examples: Cooperative learning groups Extra practice Mini lessons Graphic organizers Color-coded question cards Mind-mapping Pre-Reading activities Vocabulary study Flash cards Examples: Check in/Check out program Researched-based programs such as: Reading Recovery, Kaleidoscope, Success Maker, and Voyager Passport Strategies may also be used as interventions if they are consistent and data is gathered Screen-Identify students who are at-risk Teach-Core curriculum taught by highly qualified teachers Intervene-Provide “at-risk” students with the opportunity to learn with additional small group instruction Probe-Progress monitoring to determine if intervention is working Chart-Visual record to show growth Adjust-Manner and intensity of intervention may need to be adjusted depending on rate of progress RTI Implementation

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Page 1: Rti Poster

RTI-Reading Strategies and Interventions

By: Viola Gilbert, Cindy Miller-Walker, Misty Rushing, Karen Branch, and Chad Geary

  

 

 

 

 

 

 

 

 

 

 

  

 

  

 

  

 

 

 

 

 

 

Tier I Best Practices

•Differentiating instruction for all students•Identifying and grouping students to work on targeted skills.

Tier II Best Practices

•Small, homogenous groups of 3 to 4 that address the main reading component (comprehension, fluency, phonemic awareness, phonics, and vocabulary)•More teacher/student interaction•Frequent opportunities for student practice•Specific feedback•Build skills gradually•Systematic instruction

Tier III Best Practices

•Taught in very small groups or one on one•Duration is 9-12 weeks•Progress Monitoring up to twice a week•Need active instruction•Variety of practice opportunities•Continuous, corrective feedback•Focus on a few key skills at a time •Individualized according to learning styles

Plans or methods used to obtain a specific goal.

A method of instructing a student in a particular area of learning or behavior with the intention of improving performance which includes targeted assessment, planning, and data collection.

Strategies

Interventions

Examples:•Cooperative learning groups•Extra practice•Mini lessons•Graphic organizers•Color-coded question cards•Mind-mapping •Pre-Reading activities•Vocabulary study•Flash cards

Examples:•Check in/Check out program•Researched-based programs such as: Reading Recovery, Kaleidoscope, Success Maker, and Voyager Passport•Strategies may also be used as interventions if they are consistent and data is gathered

Screen-Identify students who are at-riskTeach-Core curriculum taught by highly qualified teachersIntervene-Provide “at-risk” students with the opportunity to learn with additional small group instructionProbe-Progress monitoring to determine if intervention is workingChart-Visual record to show growthAdjust-Manner and intensity of intervention may need to be adjusted depending on rate of progress

RTI Implementation