RtI (Response to Intervention) can be a messy process. Many times, we’re already doing things to help our students. However, unless it’s in “RtI” language, it doesn’t count! I’ve been working with teacher teams the past few years to look at what we’re already doing to support our students in Tier I, II & III, and how we can put these effective interventions in RtI language. The result has been more recognition of what teachers are already doing, increased interest in new research and strategies to support students, a stronger commitment to the process and more positive outcomes for our students and families!
You will receive one Excel spreadsheet with 15 pages. These easy-to-follow templates will provide some great intervention ideas, as well as a simple format that you can use for your own interventions! The first page in the spreadsheet is a master copy outlining and describing a typical RtI progression (student information, statement of difficulty, parent communication, coaching/professional development, goal, Tier I, II & III intervention examples for literacy, math, behavior, wellness/Social Emotional Learning & English Language Learners). Pages 2-15 are RtI templates with graphs used for progress monitoring. The templates include 3 behavior interventions, a curriculum-based measure (CBM) for total written words (TWW) intervention, a developmental spelling assessment (DSA) intervention, a Fold-In intervention for high-frequency words/sight words/letters, a multisensory intervention for high-frequency words/sight words/letters, an incremental rehearsal (IR) intervention for high-frequency words/sight words/letters, a literacy comprehension intervention based on the Fountas & Pinnell Leveled Literacy Intervention (LLI) system, a literacy accuracy in decoding intervention based on the Fountas & Pinnell Leveled Literacy Intervention (LLI) system, a literacy fluency in decoding intervention based on the Fountas & Pinnell Leveled Literacy Intervention (LLI) system, a literacy self-correction in decoding intervention based on the Fountas & Pinnell Leveled Literacy Intervention (LLI) system, and a universally applicable math intervention.
This resource has been informed by the following publications: “What To Do When You Don’t Know What To Do” by Margaret A. Searle, “Self-Regulation in the Classroom” by Richard M. Cash, Ed. D., “Research-Based Methods of Reading Instruction Grades K-3” by Sharon Vaughn & Sylvia Linan-Thompson, “Reducing Behavior Problems in the Elementary Classroom” available here https://ies.ed.gov/ncee/wwc/PracticeGuide/4, “Teaching Math to Young Children Practice Guide” available here https://ies.ed.gov/ncee/wwc/PracticeGuide/18, and others.