RTI- Organizer

Five Recommendations:

1. Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Regularly monitor the progress of struggling students

2. Provide time for differentiated reading instruction for all students based on assessment of students' current reading needs.

3. Provide intensive, systematic instruction on up to three foundational skills in small group to students who score below the benchmark score on universal screening assessments.

Five Recommendations:

4. Monitor the progress of Tier 2 students at least once a month. Use these data to determine whether students still require intervention. Design Tier 3 if students still struggling.

5. Provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after a reasonable time in Tier 2 small groups instruction.

1. Collect universal screening data

2. implement evidence-and standards-based core literacy instruction

3. collect progress-monitoring assessment data

4. Identify students who score below

5. Provide additional evidence-based and targeted literacy

6. Frequently monitor student progress in Tier 2 groups

​Steps continued

7. continue until they can be returned to Tier 1 instruction

8. Review TIER 2 small group literacy instruction for revision

9. Move struggling students to Tier 3

10. Teachers revise their instruction to increase intensity

11. continue to review student response to the reading instruction or intervention

12. If still struggling, students can be recommended for comprehensive literacy diagnostic evaluation: Sped, Title 1, tutoring, speech-language, English Learning programs.

​Gradual Release of Responsibility

A carefully structured approach to introduce new knowledge and show multiple examples of the new knowledge in action, ample practice of the skills by the learners, and a final demonstration of their mastery of the new knowledge.