Prior to Tier 1: A Solid Core Curriculum and Good Individualized Instruction
Differentiated Instruction (DI)
RTI requires that teachers more fully understand the teaching learning process.
Simultaneously, they must recognize the impact of increased student diversity, including
variably in ethnicity, race, creed, language, social-economical level, experience, interests,
achievement levels, and learning styles. The process for incorporating these realities into
instruction is through the practice of differentiated instruction. (DI). The components of DI
must be seen as a foundation of RTI. They include:
What will we teach? Planning & Preparation:
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Work collaboratively to articulate and map curriculum and assessments by grade
level and between grades, ensuring scaffolding.
Work independently to design the curriculum.
Instruction that attends to the environment, activities, materials and resources,
groupings and structure of the lesson and unit.
How will we teach? Implementation of Instruction
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Choose only specific learning activities and projects, which advance student
understanding.
Employ questioning and discussion techniques to maximize student interaction.
Employ active learning to maximize engagement.
Modify instruction to accommodate diverse needs.
How will we measure progress? Assessing evidence of learning
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Products and assessments to measure student understanding are determined
during the planning process.
Evidence of learning takes may different forms (i.e., reports, projects, exhibitions,
and demonstrations).
Universal Design for Learning (UDL)
In response to legislative mandates that all students have access to the general education
curriculum, Universal Design for Learning (UDL) provides a framework for accessibility
which supports the development of adjustable materials, varied instructional approaches,
and relevant assessment methods. It requires recognition of potential barriers to learning,
and subsequent identification of possible solutions, including assistive technology.
UDL means providing curriculum and instruction in general education classroom that
is based on equal access for all learners through:
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Multiple means of representation to give learners various ways of acquiring
information and knowledge, such as demonstration, lecture, simulations,
Multiple means of expression to provide learners with alternatives for
demonstrating what they know, such as written, oral, graphic,
Multiple means of engagement to tap into learner interests to challenge and
motivates them to learn, such as individual student selection of topic, cooperative
learning.
The importance of UDL to the application of RTI is that it underscores the need for
”multiple pathways” to help all students succeed; therefore, curriculum and
instruction must be adequately differentiated to address the diverse needs of
learners in the classroom.
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A student-centered focus with a high level of active student engagement and
personal responsibility for their own learning;
Flexible groupings that facilitate learning for the students who are struggling, as
well as those who are accelerated learners. (i.e. whole groups, cooperative groups,
heterogeneous small groups, etc.);
Learning centers/stations that promote the optimal use of materials and resources
to support instruction (including the use of technology where appropriate);
Ongoing assessment that ensures the student progress (or lack thereof) is identified
and monitored on a regular. Periodic basis;
Data-driven-decision making including both quantitative and qualitative measures
which inform instructional planning:
Collaborating/teaming; which facilitates the development of a shared vision and
builds on the strength and expertise of multiple staff members.
In Tier 1A, supports for students might include:
 Pre-teaching or re-teaching new of complicated information/concepts
 Using graphic organizers and/or instructional aides to assist learning
 Encouraging students to demonstrate their learning in multiple ways (using a
Universal Design for Learning (UDL) or a Multiple Intelligences approach)
 Designing and utilizing study guides
 Using cooperative learning structures
 Using inclusive co- teaching models
 Integrating technology into classroom instruction
The most important aspect of the RTI process begins with Tier I quality instruction.
Teachers must utilize the best practices of Differentiated Instruction (DI) and Universal
Design for Learning (UDL) in order to effectively implement the English language Arts (ELA)
and mathematics strands of the CCSS. Examples of those best practices include a wide
range of instructional strategies that teachers can implement in their classrooms.
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Provide a variety of different examples, illustrations and/or demonstrations to help
explain a new idea, concept, or task,
 Use more visual and multi-modal presentations.
 Model learning whenever possible by demonstrating how a problem can be
solved or a learning situation can be handled.
Build upon and link new learning to students’ prior knowledge.
 Utilize a K-W-l approach to access what students already know (K), what (W)
they want to find out, and recall what they learned (L) as a means to address
prior learning.
 Pre-teach vocabulary and important concepts.
Utilize a range of strategies that increase comprehension.
 Use analogies and metaphors to assist comprehension.
 Use graphic organizers, concept maps and sematic maps.
 Use cross-curricular connections (e.g., linking math and science concepts,
teaching literacy through the use of history).
Provide structures and organizational tools to help students
 Provide steps or sequences for learning complex tasks
 Provide prompts/cues to help student’s master complex tasks.
 Provide checklists, study guides and other resources.
Utilize a variety of technologies including interactive white boards, video streaming,
and other web based software.
Use iPads as augmentative /alternative communication (AAC) devices
 Allow the use of manipulative/graphing paper, other types of “hands-on”
materials to demonstrate what they know.
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 Minimize barriers to learning by providing spell checkers, grammar
checkers, calculators, etc.
 Allow the use of word processor to complete assignments
 Encourage role playing, video interviews, performances, etc.
 Allow students to create portfolios.
Design and use formative assessments
 Utilize formative assessments for student pre-assessment, as well as for
assessment “during” and “after” instruction.
 Use formative common and benchmark assessments across a grade level or
within a team teaching the same course.
Provide rubrics and exemplars so that students are clear as to what represents
quality work.
 Provide opportunities for student self-assessments.
 Provide ongoing constructive, but specific feedback.
Maximize student-centered learning.
 Use station-learning or learning centers
 Use project-based learning
 Use cooperative learning structures
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Allow students to set their own goals and objectives.
 Offer students choices or assignments.
 Design authentic assignments using “real life” applications
 Personalize assignments to students experiences and interests
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Allow students time for self-reflection
 Invite student feedback on assignments and tasks
 Ensure time for independent work
Various Assessments Reviewed:
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Report Cards – provide teacher ratings of student progress toward learning
standards, as well as, a measure of “effort”.
Standardized Test Results – provide valuable comparative data on either a
state-wide or national level. Some tests measure achievement, while others
are more diagnostic.
Informal Assessment – provide information that can have a diagnostic value.
These assessments can be teacher-made or commercially produced.
Teacher/Parent/Student Rating Scales – assist in the measurement of areas
that are not easy to assess through the use of tests, such as attitude, behavior,
interests, etc.
Teacher/Parent/Student Rating Scales – assist in the measurement of areas
that are not easy to assess through the use of tests, such as attitude, behavior,
interests, etc.
Behavioral Logs – are data collected on specific targeted behaviors over time.
These logs can be easily charted to show “trend lines”.
Classroom Work Samples – are actual samples of students’ work such as
writing assignments, projects, homework, etc. and can provide great insight.
Curriculum-Based Measurement (CBM) – is a standardized procedure for
tracking and recording and recording student progress in a specific area, using
brief and simple tests called “probes.”
Screening Data – provides general information on student skills and abilities.
Its purpose is to identify potential “at-risk” students.
Classroom Observation – provides valuable information, not only on how the
student responds to instruction, but also on the effectiveness of the “match”
between the curriculum/instruction and student learning style.
Disciplinary Referrals – are another important means of determining the
extent to which classroom learning is being affected by disciplinary conduct.
Attendance Data – is an important component of a comprehensive assessment.
Data on both excused and unexcused absences as well as “tardiness” are
critical.