Tier 1: Core, Instructional Interventions All Students, All Settings Preventive, proactive support (e.g. school-wide behavior support, high quality core instruction, differentiate instruction, universal screening) Tier 2: Targeted Group Interventions Some students (at risk) High efficiency (e.g. target skill instructions with progress monitoring) Tier 3: Intensive, Individualized Interventions Individual students Assessment Based High Intensity Intense, durable procedures Dean, Hubbell, Pitler & Stone, 2012

RTI Plan: Tier 1 Core Instruction Tier 1: High-Quality Core Instruction. The student receives high-quality core instruction in the area of academic concern. ‘High quality is defined as at least 80% of students in the classroom or grade level performing at or above grade-wide academic screening benchmarks through classroom instructional support alone (Christ, 2008).

What is the role of the classroom teacher in the RTI model? The classroom teacher is responsible under RTI for providing high-quality core instruction to effectively reach the widest possible range of learners. Additionally, the teacher notes any struggling students who need additional ‘differentiated’ instructional or behavioral support and provides that support in the form of a Tier 1 (classroom) intervention plan (Wright, 2013).

When teachers must present challenging academic material to struggling learners, they can make the material more accessible and promote faster learning by building assistance directly into instruction. (Rosenshine, 2008).

Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cooperative Learning Cues, Questions, and Advance Organizers Nonlinguistic Representations Summarizing and Note Taking Assigning Homework and providing Practice Identifying Similarities and Differences Generating and Testing Hypotheses

Creating the Environment for Learning Setting ObjectivesReinforcing EffortCooperative Learning and Providing and Providing Feedback Recognition Creating the Environment for Learning Setting ObjectivesReinforcing EffortCooperative Learning and Providing and Providing Feedback Recognition Helping Students Extend and Apply Knowledge Identifying Similarities And Differences Generating and Testing Hypotheses Helping Students Extend and Apply Knowledge Identifying Similarities And Differences Generating and Testing Hypotheses The Framework for Instructional Planning (Dean, Hubbell, Pitler & Stone, 2012)

Dean, Hubbell, Pitler & Stone, 2012

Helping Students Extend and Apply Knowledge Identifying Similarities And Differences Generating and Testing Hypotheses Helping Students Extend and Apply Knowledge Identifying Similarities And Differences Generating and Testing Hypotheses Devel0ps efficient and flexible thinking Dean, Hubbell, Pitler & Stone, 2012

Creating the Environment for Learning Instructional Strategies (Marzano et al., 2001) Recommendations for Classroom Practice Setting objectives and providing feedback Set and communicate objectives that are specific and flexible. Include feedback elements of both positive interdependence and individual accountability. Reinforcing Effort and Providing Recognition Teach students the relationship between effort and achievement. aligned to performance and behaviors. Cooperative learning Use a variety of small groupings (e.g. think-pair share, turn and talk, numbered heads together, jigsaw). Combine cooperative learning with other classroom structures.

Helping Students Develop Understanding Cues, Questions and Advanced Organizers Use explicit cues. Ask inferential and analytical questions. Use stories, pictures, and other introductory materials that set the stage for learning. Have students skim materials before the lesson. Use graphic organizers. Nonlinguistic representations Provide students with a variety of activities such as creating graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activity. Summarizing and Note Taking Provide teacher-prepared notes using a variety of formats, and graphic organizers. Teach students a variety of summarizing strategies. Engage students in reciprocal teaching. Homework and Practice Establish and communicate homework policy. Design assignments that support academic learning. Provide timely feedback.

Helping Students Extend and Apply Knowledge Identifying Similarities and Differences Use the process of comparing, classifying, and using metaphors and analogies. Generating and testing hypotheses Engage students in a variety of structured tasks such as problem solving, experimental inquiry, and investigation. Ask students to explain their hypotheses and their conclusions.

“ Instructional planning requires careful thought when the goal is to help all students succeed…With this systematic approach to planning, teachers demonstrate their commitment to teaching and optimize the opportunities they provide for student learning (Dean, Hubbell, Pitler, & Stone, 2012, p.167).