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RtI Interventions: Tier One–
Classroom Teachers and Paraprofessionals
Who?
Which students in my classroom
receive RtI Tier I interventions?
Those
students identified on the universal screener (Scott Foresman baseline test) as
"at risk" in reading.
Who provides the RtI Tier One
interventions?
The
general education K-5 classroom teachers provide the interventions with
small groups of students. The groups should consist of no more than five
students when possible and may include students who are not designated as
Tier One students as well. Efforts should be made by the teacher to have flexible
groupings for reading instruction rather than fixed identifiable ability
groups.
When
appropriate, and under the consultation of the teacher, the paraprofessional
might be involved in working with a small group of students in various ways
in the classroom.
During Guided Reading, while the teacher is working with a small
intervention group, the paraprofessional could work with another small group
while the rest of the class is working independently. This would be the
“Three Ring Circus” format for Guided Reading but with two adults working
with children rather than one.
A
list of some very appropriate instructional activities led by the
paraprofessional might include:
-
Choral Reading of text
-
Echo Reading of text
-
Re-reading of text
-
Readers’ Theater rehearsal
-
Sight Word practice
-
Putting together a class book or other publishing of student writing
This
is not an exhaustive list but is intended as suggestions.
Occasionally, a paraprofessional might monitor the large group while the
teacher is working with a small group. This could occur when the
instruction and preparation for a particular instructional activity has been
done by the teacher and the paraprofessional monitors the large group as
they work independently. For example, this might occur at the following
times. These are suggestions and not intended to be an exhaustive list:
-
Journaling
-
Self-Selected Reading – independent reading time
-
Writing Block – independent writing time
-
Guided Reading – while teacher works with a small group
-
Holiday or theme related activity – arts, crafts, or writing activity
-
Completion of unfinished work
-
Viewing of a curriculum related video
-
Working on a technology based activity
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Students listening to a read-aloud by the paraprofessional
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Assisting with publishing of student writing
What?
What materials might be used for
interventions?
Any
literacy materials deemed appropriate and effective by the classroom teacher
may be used for interventions. All materials used for interventions should
correlate with the instructional materials being used by the total class.
The
following list includes suggestions but is not an inclusive list:
-
Scott Foresman Reading Series – regular lesson plans used as
re-teaching or Strategic Intervention lesson plans
-
Leveled Readers – including multiple copies of one title for small group
instruction
-
School Book Room materials
-
Trade books
-
All Four Block Framework strategies and related materials
-
Orchard, ThinkLink, or other technology-based programs as available
-
Other correlated materials deemed appropriate by the classroom teacher
and/or School Intervention Team
Where?
Does the instruction take place
in my classroom?
Tier
I interventions should take place in the classroom rather than as pull-out
instruction.
Teachers should always consider the rest of the children in the
classroom when working with RtI students.
When?
When might the interventions take
place?
Tier
I interventions are to take place three times per week for thirty minutes.
The thirty minute time frame may need to be adjusted depending on the age
and/or developmental level of the students based on the teacher’s
professional judgment. The interventions should typically take place during
classroom literacy instructional blocks of time and additionally whenever
the teacher deems appropriate.
During a typical week, the classroom teacher may choose to do one or two of
the thirty -minute sessions during the Guided Reading block of time,
especially if other students can be involved along with the RTI Tier I
students. One thirty-minute session might take place once during a typical
week at the Self-Selected Reading or Independent Reading block of time. A
session could also occur once a week during the Writing Block. Some teachers
prefer to meet with a group during Center time or what Dr. Patricia
Cunningham calls the “After Lunch Bunch.” The teacher should use caution
not to place all three sessions per week during the same instructional block
of time as that would be detrimental to the rest of the class. For example,
if the teacher did the interventions always during Self-Selected Reading,
Writing, or Guided Reading, there would be no time for the valuable
instruction that typically occurs during that block of time with the total
class.
Why?
Why is RTI imperative?
The goal
of RTI is to improve the literacy levels of the struggling readers. Not only
is RTI required by federal law, but we know that all instruction must be
research based. Research informs instruction and teachers have evidence
that the greatest improvements can be made with early identification and
early intervention for children who struggle with reading. We also know
that struggling readers need systematic, intense instruction from expert
teachers. Classroom teachers can provide that instruction at the Tier I
level.
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