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7 Key Questions to Inform Tier 1 within RTI-MTSS

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7 Key Questions to Inform Tier 1 within RTI-MTSS

  1. What are the most essential academic & behavioral learning outcomes throughout the year…& within a unit or chapter?
  2. What will it look like & sound like when students master these most essential outcomes? What evidence gathering tools & processes will we use in common, within & by the end of the unit, to measure mastery?
  3. When & how will we collaboratively plan, learn from another, & share best practices?
  4. How will we differentiate & scaffold teaching & learning so that all students can access essential learning outcomes & show us what they know, even students with significant deficits in foundational skills…even students with IEPs…even students learning English?
  5. How will we extend, enrich, & deepen teaching & learning when students demonstrate mastery?
  6. When & how will we collaboratively analyze evidence of student mastery to learn from one another, continuously improve Tier 1 teaching & learning, & prepare for our collective Tier 2 supports?
  7. How will we collaborate, coordinate, & communicate with other grade levels, departments, with special education teachers, & with the administrative team?

Instruction & Intervention Systems ensure high levels of learning for all students at all readiness levels through the integration of elements from the most important & impactful initiatives within public education: response to intervention (RTI), multi-tiered systems of support (MTSS), professional learning communities (PLCs), positive behavior interventions & supports (PBIS), universal design for learning (UDL), special education, gifted education, & differentiated instruction. 

 

Most directly & significantly, Instruction & Intervention Systems build upon RTI, a proactive, coordinated, & systemic approach to providing academic & behavioral supports for all students. Instruction & Intervention Systems are among the most-research-based initiatives with which educators can engage (Bloom, 1968; 1984; Burns & Symington, 2002; Burns, Appleton, & Stehouwer, 2005; Elbaum, Vaughn, Hughes, & Moody, 2000; Gersten, Compton, Connor, Dimino, Santoro, Linan-Thompson, et al., 2009a; Gersten, Beckmann, Clarke, Foegen, Marsh, Star, et al., 2009b; Hattie, 2012; Swanson & Sachse-Lee, 2000; VanDerHeyden, Witt, & Gilbertson, 2007).

© 2016. Chris Weber Education. Design by Cleverbirds.