RTI Strategies for 6-12 Teachers
Ideas/Resources from
Susan Gingras Fitzell, author of
RTI Strategies for Secondary Teachers
Brought to you by
Julie Jensen, Program Director
2011-2012
The Four Driving Questions
1. What do we expect the students to know and be
able to do?
2. How will we know when they have learned it?
3. What will we do if they don’t learn it?
4. What will we do if they already know it?
Formula for Learning
TI
+ T =
L
Targeted Instruction + TIME = Learning
Mike Mattos, PRTI
RTI Components
URGENT!
Directive
Researched Based
Timely
Targeted
Administered by trained staff
Systematic
RTI Tier One
Tier one of RTI requires high quality classroom
instruction that incorporates three
non-negotiable components:
1. A standards-based core curriculum
2. Differentiated instruction so that all
students learn.
3. A variety of authentic assessments
geared to monitor student progress and
guiding instruction.
Reality
• The reality is that until we differentiate
instruction at the upper levels, a basic
requirement of Tier 1 RTI, we are
shortchanging all of our students.
• Group work—Shifting Sands
Standards-based Core Curriculum
• Common Core State Standards
• Reading, Writing, Speaking and Listening
Anchor Standards
• Math Practice Standards
• Science Three Parts
• Social Studies being developed
Targets
• What do you want the students to know and
be able to do?
• Learning Targets-kid friendly language
• 5-8 Targets per unit
Differentiated Instruction
• Differentiated instruction is teaching to
different learning preferences and using a
variety of teaching methods to reach all
students.
• When teachers differentiate instruction, 80%
to 90% of students successfully meet
achievement benchmarks.(Hanson 2009)
Differentiated Instruction
Student Centered Activities:
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Menus with point levels of category choices
Choice Boards/TIC TAC TOE Boards
Reciprocal teaching http://www.youtube.com/watch?v=Uyys7Mj-JeE
Partner Talk with assigned partners with responsibilities
Front-Loading
One liners
Stations
Games
Lead responses with academic language H:\my documents\Dropbox\Kearney PolySci T-P-S
1's & 2's copy.mov
• Like prescribing medicine to eliminate the cause of the problem.
How do we Differentiate Instruction?
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What works? What might not work?
What are you willing to try?
How might this look in your classroom?
Changes?
RTI Tier Two
Tier Two intervention can be used in Tier one
also but need three modifications:
• more INTENSE instruction an application of
strategies.
• more TIME to practice and implement
strategies.
• Intensity of implementation may increase.
RTI Tier Three
• Interventions are more intensive implemented
through a combination of in class instruction,
outside of school instruction or in school
instruction outside the classroom.
• Instruction with greater frequency, more
intensity and more time.
Effective Secondary Models
• Co-teaching model
• Push In model
• Break away from traditional mode of verbal,
linguistic and auditory teaching
• Student-Centered
RTI in not!
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A place
A program
Pull out
A Special Education initiative
A General Education initiative
A replacement class
• It is REALLY TERRIFIC INSTRUCTION!
Assessment—”I quiz every Friday!”
• End of the unit(Summative)
• State Testing(Summative)
• Loss of Time Factor
• Like giving an autopsy—too late!
Authentic Assessment
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Rubrics(Formative)
Exit Cards(Formative)
Curriculum-based Measurements(Formative)
Student self-evaluations(Formative)
Documented observations(Formative)
• Like taking a temperature!
Progress Monitoring
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Easy and Quick to gather student data
Frequently-several days a week
Immediate feedback
Comparison to peers
Acceleration Centers
• Acceleration centers take a strand from the state
standards and creates activities from very basic to
advanced to stay in the room for semesters.
• Choose a reading or math or CCR Anchor
standard.
• Develop activities from the basic to advance.
Have at least five activities ready for each center.
• Management of Centers
RTI is
REALLY TERRIFIC INSTRUCTION
that is…
•Researched -based
•Frequent Assessments
•Problem Solving
TOP Three of RTI
• 1. What is one thing your can take and
use tomorrow?
• 2. What is one thing you can do next
week or share with someone else?
• 3. What is one thing you can develop to
have ready for May?
Thank you for teaching our youth!
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Questions?
Comments?
Thoughts?
Concerns?
Email-- jjensen@cesa4.k12.wi.us
thogden@cesa4.k12.wi.us
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