Critical Issues for Team Consideration
Team Feedback Sheet
SMART Goal Template
Substitute Teacher Information
What Is a Professional Teacher?
What Is an Action Orientation?
How We Establish Essential Learnings
How We Teach Essential Behaviors
Success Story: Mason Crest Elementary
How We Teach to Each Student’s Sweet Spot
How We Keep Students in Their Learning Zone
How We Develop Student Vocabulary
Success Story: The International Community School of Addis Ababa
What Is a Common Formative Assessment?
How We Develop Common Formative Assessments
Success Story: Lindsey Elementary School
What Are Systematic Interventions in a PLC?
How We Plan Time for Tier 2 Interventions
Success Story: Pasco County Schools
The Need for Universal Screenings
How We Target and Monitor Interventions for a Specific Student
Success Story: Moores Mill Intermediate
How We Use Results to Motivate Students
Success Story: Stevenson High School
How We Extend Student Learning
How We Create Opportunity for Many Winners
How We Determine Students’ Strengths and Weaknesses
Success Story: Eagle View Elementary
Common Implementation Missteps: Relying Too Heavily on Purchased Intervention Programs
Common Implementation Missteps: Perpetuating Ineffective Interventions
Common Implementation Missteps: Failing to Create a Guaranteed and Viable Curriculum
Common Implementation Missteps: Viewing RTI as a Process to Identify Students for Special Education
Why Celebration Is a Key to Sustained Success
PART 3: References and Resources
THE RTI AT WORK™ PLAN BOOK
With a respectful nod to Jane Austen, we designed this plan book around the following assumption: It is a truth universally acknowledged that a single teacher in possession of struggling students must be in want of effective interventions.
An equally important correlate to this universal truth is that a single teacher—working in isolation—cannot single-handedly acquire and implement all of the interventions needed to ensure every student’s success. Undoubtedly, meeting the diverse needs of students requires a collaborative, systemic approach. Fortunately, when it comes to creating such a system, the research and evidence in our field have never been more conclusive—response to intervention (RTI) is the right way to intervene. Also known as a multitiered system of supports (MTSS), RTI creates a systematic process to ensure every student receives the additional time and support needed to learn at high levels. Equally