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RtII Response to Instruction and Intervention

RtII Response to Instruction and Intervention. Organization. Overall structure. RtII occurs during designated times Some students work in skill-based groups Other students work on enrichment activities. Management of Skill Groups. 3-5 students in skill-based groups

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RtII Response to Instruction and Intervention

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  1. RtIIResponse to Instruction and Intervention

  2. Organization

  3. Overall structure RtII occurs during designated times Some students work in skill-based groups Other students work on enrichment activities.

  4. Management of Skill Groups 3-5 students in skill-based groups Groups meet at least 3 days per week Students may move across the hall in order to join a specific skill group in another classroom Skill groups are taught by classroom teachers, learning support teachers, Title I teachers, instructional aides, and specialists.

  5. Forming Groups

  6. How are RtII groups formed? • Data is analyzed by all teachers to help determine instructional groups. • Some students may need back-testing (This is done by the Instructional Coach or Title I teacher.) • The Instructional Coach will assist in forming RtII groups by matching students with similar needs into groups.

  7. Are all students in a group? No This is a designated time where teachers can hone in on a specific skill(s) that students need to remediate in order to become proficient readers.

  8. So what are the “other” studentsdoing? Students not assigned to an RtII group may be in their seats working (independently, with a partner, or in a small group) on enrichment activities. Gifted support teacher may offer suggestions for enrichment lessons for students

  9. Instruction It is important that you: know and understand the specific focus/goal(s) of your RtII group.

  10. Planning / Instruction Teachers: classroom, Title I, learning support, and the coach all participate in developing and sharing lessons (plans and materials).

  11. Assessments

  12. Progress Monitoring Students are progress monitored frequently to ensure instruction is working. (Frequency is determined by severity) Title I and learning support teachers work together to progress monitor students. This data is shared with the classroom teachers, and then used to refine groups.

  13. How are groups refined? • During morning PLC meetings, in conversations led by the Instructional Coach, data (mostly progress monitoring data) is presented, discussed, and used to refine either: • teacher’s focus/goal • student placement • Instruction • materials. • If little progress is evident, check your instruction and materials.

  14. Final thoughts… Get to know the DIBELS assessments, language, and benchmark goals. I’m excited for you to experience this journey.

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