RTI at Work™ Model Agenda
Assessment: Powerful Information to Increase Student Learning
Collaborative teams use convergent assessment to analyze student learning, review instructional practices, and collectively respond to each student’s needs. Nicole M. Dimich highlights assessment strategies and knowledge that teacher teams use to improve student learning—not merely to measure and record it.
Putting It All Together: Linking Instruction, Assessment, and Interventions
Nicole M. Dimich shows how to create learning targets from essential standards as part of designing quality assessments. She shares practical tools, protocols, and examples for developing assessments that offer the best information on student learning. Participants reflect on current practices to determine next steps at their schools.
Building the Pyramid: How to Create a Highly Effective, Multitiered System of Supports
Mike Mattos discusses the essential elements to systematically provide supplemental Tier 2 and intensive Tier 3 interventions for academics and behavior. He shares how to employ teacher teams and support staff to make this work doable.
It’s About Time: Planning Interventions and Extensions in Secondary School
What does an effective secondary school intervention process look like? Mike Mattos offers proven intervention strategies, including creating a schoolwide process that identifies students for extra help and makes time for intervention and extension within the master schedule.
Focus! Ensuring Access and Equity Through a Guaranteed and Viable Curriculum
Rather than merely raising high-stakes test scores, collaborative teacher teams must guarantee what all students are required to learn during each unit, trimester, or semester
Luis F. Cruz
Redesigning Our Schools for All Students: Embracing the RTI at Work Process
We depend on today’s schools to help all students learn at grade level or higher. But what if schools were never established with that purpose in mind? What if well-intentioned public school educators cannot create a learning-for-all culture since they never experienced it as young students?
Finding Solutions: A Systemwide Response to Behavior Interventions
Teachers often agonize over students whose behaviors don’t support learning. How do teachers collectively solve the skill versus will dilemma when students haven’t cultivated scholarly dispositions? If we have high expectations, we must provide high support.
It’s About Time: Planning Interventions and Extensions in Elementary School
Participants step through the process of creating a multitiered system of intervention for elementary schools. Based on the guiding principles of RTI at Work, this process includes embedded Tier 1 core support, targeted Tier 2 supplemental help, and intensive Tier 3 interventions.
Mike Mattos & Paula Maeker
Putting It All Together: Creating a Multitiered System of Supports—Elementary
Participants step through the process of creating a multitiered system of intervention for elementary schools. Based on the guiding principles of RTI at Work, this process includes embedded Tier 1 core support, targeted Tier 2 supplemental help, and intensive Tier 3 interventions