An effective RTI program requires all teachers have a level of knowledge and methodology that enables them to teach concepts and skills to all students—especially those who have failed or at risk of failing to master core reading and math skills.

What is RTI?

      RTI--Response to Intervention, is a system for integrating a schools resources--general education, categorical programs, and special education--in order to provide more comprehensive and effective core instruction as well as intervention that benefit every student.  There are three critical components: (a) a focus on high quality, research based instruction, (b) screening and monitoring student progress in response to instruction and (c) determining the need for more intensive services based on how well the student responds to instruction.

      Every teacher must also have a clear understanding of core reading concepts as well as conscious, concrete knowledge of how to teach these critical skills so that ALL students master them.  Teachers who can use instructional resources in flexible, responsive ways instead of being dependent on the scope and sequence, pacing, and methods found in textbooks will be able to meet the needs of at-risk students.
       Following are some of the  programs, policies and procedures that are characteristic of schools that are successfully implementing RTI.  We can provide training and guidance that will allow you to successfully implement this important reform. 

• The school has developed a comprehensive plan for implementing Tier 1, Tier 2, and Tier 3 levels of instruction and intervention. 
• All entering students and those below proficient are screened to identify strengths and weaknesses especially in the core subjects of reading and math.

• Teachers use an assessment system that tells them whether their work produces positive changes in student achievement.
• Assessment is a continuous process used for monitoring student progress and is used to shape instruction.
• Most teachers have the skills to provide intervention to any student having great difficulty with reading.  
• Teachers use content standards as the basis for their curriculum, assessments, and instructional decision making. 
• Teachers view and use their textbooks as a resource rather than their a syllabus to be followed faithfully.
• Teachers’ classroom organization and management of the learning environment supports and encourages learning by all students.
• Teachers know how to design a learning progression that includes requisite skills, sub-skills, essential concepts, academic language, and differentiated instructional strategies and activities. 
• Teachers use a variety of instructional strategies (such as problem-based learning, direct instruction, centers, tiered activities & contracts) with a mix of whole class, small group and independent study as appropriate.

Key Objectives of RTI Focused Training
This is a partial list of the practices you will be able to implement as a result of our reading seminars which include strategies for implementing RTI

• Use reading content standards to develop or select assessments, lessons and activities for students (individual and groups) based on assessments. 
• Use screening and continuous assessments to monitor the acquisition of skills 
• Prescribe instruction based on screenings and assessments. 
• Distinguish between appropriate and inappropriate content and strategies based on assessments  
• Be a Responsive Teacher  during the act of teaching by interpreting and understanding a student’s response and using that information to determine the next step. 
• Differentiate instruction to meet the needs of all students. 
• Learn and use transportable (not program based) procedures and strategies that allow for flexible, responsive teaching.  
• Use the IEP  to develop instructional strategies that address the State Content Standards, and assessed student Needs. Close the gap.