eRTI Tier 3 Dropdown Tables
Target Area(s) of Concern
Academic Math
Academic Reading
Academic Writing
Behavior
Language/Communication
Physical
Social
Interventions: Academic Math
Academic Math
Academic Math
Academic Math
Academic Math
Academic Math
Think Through Math
Pearson Black Box
Do the Math
FASTT Math
Other ***Enter Intervention here***
Interventions: Academic Reading
Academic Reading
Academic Reading
Academic Reading
Academic Reading
Academic Reading
Academic Reading
Academic Reading
Academic Reading
Academic Reading
Academic Reading
Building Vocabulary (Teacher Created Materials
Publishing)
Estrellita Espanol
Fountas & Pinnell Leveled Literacy Intervention (LLI)
Imagine Learning
Imagine Learning Espanol
Istation
Istation Espanol
Language Power (Teacher Created Materials
Publishing)
Other ***Enter Intervention here***
Hopscotch
Interventions: Academic Writing
Academic Writing
Tier 3
Other ***Enter Intervention here***
Page 1
Evaluation Method
Data Collection
Informal Assessment
Intervention Program Assessment Score or Level
Lexile Measure
Observation
Quantile Measure
Location
New
Cafeteria
Classroom
Counseling Office
Gym
Hallways
Supporting Teaching Strategies/Comments: Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Adaptation of Materials
Tier 3
Altered Format of Materials
Assignment Sheets/Assignment Notebook
Calculator
Colored Overlays
Copy of Class Notes
ESL Materials
Highlighted Materials
Monitored Use of Assignment Planner/Notebook
Outlines and Study Guides
Peer Note taking
Peer to Read Materials
Provided Examples or Work Samples for Reference
Study Aids/Manipulatives
Supplemental/High Interest Materials
Taped Texts
Use of Computer
Use of Graphic Organizers
Page 2
Supporting Teaching Strategies/Comments: Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Alteration of Assignments
Assistance in Class Discussions
Copy of Lecture/Notes
Emphasis on Major Points
Exemption from Reading Before Peers
Extra Time for Assignments
Group Projects
Hands-On Projects
Individual Contracts
Opportunity to Respond Orally
Prioritized Assignments
Reduced Assignments
Special Projects in Lieu of Assignments
Special Projects in Lieu of Tests
Taped Assignments/Lecture
Supporting Teaching Strategies/Comments: Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Modification of Instruction
Tier 3
Auditory Aids
Break Down Skills into Smaller Steps
Check for Understanding
Cooperative Learning Groups
Differentiated Instruction
Direct Instruction of New Concepts and Vocabulary
Encourage Participation
Exams of Reduced Lengths Short Answer
Extended "wait time"
Extra time for Oral Response
Extra Time for Written Response
Frequent and Immediate Feedback
Multisensory Instruction and Materials
Oral Exams
Peer Tutoring
Provide Opportunities for Guided Practice
Reinforcement of Skills Previously Taught
Repeat Instructions
Short Instructions
Simplify Vocabulary
Small Group Testing
Study Sheets/Preview Summaries
Use of Computer
Use of Supplemental Materials or Web-based
Programs
Use of web page as a resource
Visual Aid
Written Instructions
Page 3
Supporting Teaching Strategies/Comments: Modification of Environment
Modification of Environment
Modification of Environment
Modification of Environment
Modification of Environment
Modification of Environment
Modification of Environment
Modification of Environment
Minimize auditory distractions
One to One Instruction
Preferential Seating
Reduce Visual Stimuli
Small Group Instruction
Study Carrel
Use of Quiet Area
Supporting Teaching Strategies/Comments: Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Behavior Management
Tier 3
Assignment of Mentor or Coach
CHAMPS
Classroom Rules Consistently Enforced
Clearly Defined/Consistent Limits
Frequent Contact
Frequent Positive Reinforcement
Frequent Reminder of Rules
Ignoring Minor Infractions
Implementation of Behavior Contract
Logical Consequences
Model prosocial behavior
Opportunity to Help Teacher
Parent Involvement of Routines and Expectations
Personal Goal Setting
Posted Classroom Rules
Private Discussion Regarding Behavior
Promote Time on Task
Proximity Control
Rewards or Token System
Role playing or modeling of appropriate behavior
Routines and Daily Schedules are Posted, Taught, and
Followed
Structured learning environment to assist students in
attention and focus
Supervision During Transitions
Teacher and student interaction is frequent
Page 4
eRTI Tier 3 Followup: Intervention Plan Results
Intervention Successful / On Grade Level (Exit RTI)
Making Progress (Maintain Intervention – Concern seems to be Manageable: Monitor)
Making limited or No Progress (Revise Current Interventions or Add Interventions – Concern still
exists: Copy/Create Intervention Plan)
Continuing to Make Limited or No Progress (Concern still exist: proceed to Tier 3)
eRTI Tier 3 Followup: Plan of Action
Intervention Successful – Exit to Tier 2
Making Progress - Maintain Intervention – Remain in Tier 3
Making limited Progress – Add or Revise Interventions – Remain in Tier 3
Making No Progress – Concern still exists – Recommend Referral for Special Programs
Tier 3
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