Andrea Thomas; RTI Modules Part 4
Andrea Thomas
SPED 4131.01
Assessment in Special Education
Dr. Gavins
Andrea Thomas; RTI Modules Part 4
Q/A Assessment Section; RTI (Part 4): Putting It All Together
1. Imagine that you are a third-grade teacher who has been preparing implement the RTI
approach. You have one week to get ready for class before school begins. List and describe
at least five things that you would do to prepare for the students' arrival and to implement
RTI during the upcoming year.
1. Attend professional development courses/seminars
2. Plan and organize (materials, schedule, etc)
3. Use last year’s plan to create a new one. Make modifications if needed
4. Collect information on students
5. Prepare a classroom management list
2. Given a 90-minute reading period, create your own daily reading schedule (do not
duplicate the schedule used by Mr. Brewster). Describe when progress monitoring will
occur during your schedule.
9:30 -9:45 Whole group instruction
9:45 -10:00 Learning centers (small group)
10:00 -10:15 Learning centers rotate (small group)
10:15 -10:30 Learning centers rotate (small group)
10:30 – 10:45 Peer instruction
10:45 -11:00 Whole group instruction
Andrea Thomas; RTI Modules Part 4
3. Discuss at least one benefit of the general education teacher's communicating with each
of the following groups of people in regard to the RTI approach:
Other professionals—to gain information about the students and ideas for instruction
Students—prepare them for what is ahead; they will be knowledgeable about their progress
Parents—to understand the students reading habits and other behavior, emotional, and
physicals traits
4. Choose a grade, K–3, and develop a 20-minute small-group lesson plan that covers the
core reading components (be sure to specify the ability level and number of students). You
may refer to the table below to determine which of the five core reading components need
to be covered. Keep in mind that the table provides a guideline for average-ability students.
If you decide that a component does not need to be covered, write a "0" for "Time
Allotted" and justify your reasoning in the "Brief Activity Description" space.
Third grade; two students per group; same-ability grouping
9:00 -9:10 Partner reading. Students take turns reading aloud. Check for fluency and
phonemic awareness
9:10 -9:20 Students ask each other questions to check comprehension, vocabulary as I monitor
5. Sierra and Ben are second graders at Rosa Parks Elementary. Their Tier 2 provider, Ms.
Washington, uses the PRF to monitor their progress. Examine the graphs below. Make a
tier decision (i.e., initiate or discontinue) for each student. Justify your decision using the
data in the graphs.
Sierra, although she struggled in the beginning, has reached her goal and can discontinue the
program. Ben, by week 18, still has not met the goal of 35 words per minute. His teacher
needs to initiate the Tier 3 process.
Andrea Thomas; RTI Modules Part 4
Reflection, Personal Goals, and Standards
Standard 11: Develop an understanding of language assessment
Culture affects how students acquire language and reading is a part of language. The RTI
model helps ELLs’ reading skills by supporting students with the use of tiers. The gradual
increase of instruction (if needed) as the student meets the set criteria will assure that the teacher
is seeing progress. If no progress is being made, other alternatives can be initiated.
Reading instruction that is evidence-based, testing that is non-bias, and modifications,
have to be considered. It may turn out that the student does have a learning disability. If so, other
modifications may be needed.
The proper assessments will lead to giving the student the proper instruction that will lead
to student academic growth.