2. What is RTI?
• Response to Intervention/Instruction (RTI) is a
multi-tiered approach to help all learners succeed.
Student progress is closely monitored at each
stage of intervention to determine the need for
further research-based instruction and/or
intervention in general education, in special
education, or both.
• Research has demonstrated that most reading
problems can be prevented by providing high-
quality early literacy instruction in the classroom,
along with supplemental intervention for students
who need it including those with significant
learning disabilities such as dyslexia.
• The core of any RTI model lies in the use of tiered
instruction. In the RTI framework, the instruction
delivered to students varies on several dimensions
that are related to the nature and severity of a
student's difficulties.
7. Interventions and Supports
• Time Management Supports • Behavior Supports
· Incorporate breaks between work · Set clearly defined standards
periods · Remind students of rules periodically
· Allow extra time for completion of tasks · Use private signals for reminders
· Cross off completed tasks from a list on · Assign preferential seating
desk · Employ teacher proximity
· Provide additional time for homework · Make direct eye contact
completion · Include positive reinforcement and
· Allow extra time for written responses incentives
· Reduce amount of work load from · Take frequent breaks
original assignment · Monitor closely during transitions
· Provide a special location for turning in · Use calming down or relaxation
work techniques
· Use multiple reminders to inform · Assign a safe place for ‘cooling down’
students of upcoming transitions or or ‘regrouping’ when a student becomes
changes in activity frustrated
· Provide a timer for students to use to · Hold confidential conference and/or
manage tasks discussion on behavior
· Use time management tools (e.g., daily · Use signals for transitions in advance
planner, assignment sheet, calendar) · Develop a behavior contract
· Extended time for projects, assignment, · Provide a Behavior Improvement Plan
or assessments
· Change schedule or order of activities
to reduce fatigue
8. Interventions and Supports
• Classroom Environment Supports • Instructional Supports
· Reduce unnecessary visual stimuli/clutter · Use peer-individual tutoring
· Seat student in low traffic area · Use pairs or small group work
· Eliminate distracters from desk · Provide copy of class notes
· Stand near students when instructions are given · Provide enlarged copies of handouts
· Post daily routine in writing in a visible location · Allow recording of oral instruction
· Allow the student frequent breaks if needed · Incorporate technology into lesson
· Include opportunities for physical activity · Use overhead and other visuals in oral
· Use a study carrel presentations
· Keep extra supply of pencils, pens, and paper · Provide copy of projected materials
· Have a pre-arranged cue for the student to leave · Tech specific study skills
room · Allow variety of student responses
· Use a checklist to check off completed tasks · Accept computer processed or typed assignments
· Allow student to sit on a T-stool/balance ball or · Face students for lip reading
stand while working · Provide written and verbal directions with visuals
· Use earplugs/headphones to minimize noise when possible
· Allow student to transition ahead of the class. · Highlight key points within written text/material
· Encourage student to repeat directions orally
