This is a guide for families to understand the RTI progress. By asking three simple questions, found on page 10 of this resource, teachers can find out if a student is meeting both long term and short term goals, if they are making progress in their studies, and if the lesson needs adjustment in order to better fit the needs of the student. Once this information is answered, teachers can delve in and try to make the lesson more suitable and adjust as needed.
As a general overview and study guide for RTI, teachers can utilize this resource to obtain more information about it and ways to begin. Leadership is a strong focus here for consistency, commitment, and collaboration. While pgs. 1-17 are wonderful resources, and can really point you in the right direction, pay special attention to page 16 which focuses on 4 types of RTI assessment: screening, diagnostic, progress monitoring, and outcome.
RTI programs help teachers relate to and reflect on what works best for children who are having difficulties with a certain area of study. By taking a look at these issues, teachers can help to guide their instruction so that it is geared more towards every type of learner, improve instruction and encourage early detection when a learning disability is discovered or there is a language or culture barrier, and assess responses to new strategies to determine what works best.
By incorporating the 3 tiers of RTI, teachers can ensure students have the attention and extra help needed. T1 is whole class teaching, where all students learn in a larger, more instructional based setting. T2 is small group interventions, where certain skills can be zeroed in on. T3 is intensive intervention, where students may learn in a larger educational setting, and then be placed in a smaller group for some extra attention and instruction as needed.
This model of RTI in elementary school puts tiers 1 through 3 in action, focusing on determining what area of skills students need most help with. Through each "happy tier" teachers can figure out which areas to focus on for certain students. Once smaller group settings are in place, we can really determine strengths and weaknesses of each child. If tier two is unsuccessful or uncovers further deficits, more intense and systematic approaches will take place.