Module:

RTI (Part 4): Putting It All Together

Assessment

Please complete the items below. If you have difficulty, go back and review the Perspectives and Resources pages in this module.

1.	Pretend that you are a third-grade teacher who has been getting ready to implement the RTI approach and you have one week to get prepared for class before school begins. List and describe at least five things that you would do to prepare for the students' arrival and to implement RTI during the upcoming year.
2.	Given a 90-minute reading period, create your own daily reading schedule (do not duplicate the schedule used by Mr. Brewster). Be sure to include different grouping formats (i.e., whole-group instruction, small-group instruction, partner reading, independent practice). Describe when progress monitoring will occur during your schedule.
3.	Discuss at least one benefit of the general education teacher's communicating with each of the following groups of people in regard to the RTI approach: Other professionals Students Parents
4.	Choose a grade, K-3, and develop a 20-minute small-group lesson plan that covers the core reading components (be sure to specify the ability level and number of students). You may refer to the table below to determine which of the five core reading components need to be covered. Keep in mind that the table provides a guideline for average-ability students. If you determine that a component does not need to be covered, write a "0" for "Time Allotted" and justify your reasoning in the space labeled "Brief Activity Description." Reading Component Kindergarten First Grade Second Grade Third Grade Phonemic Awareness Phonics and Word Study Fluency Vocabulary Reading Comprehension National Reading Panel, 2000; Texas Essential Knowledge and Skills (TEKS) Teachers Name:             Grade: Group Description: (include ability level and number of students) Lesson Plan Components: Core Reading Component Time Allotted Brief Activity Description: Phonemic Awareness     Phonics and Word Study     Vocabulary     Fluency     Comprehension
5.	Sierra and Ben are in the second grade at Rosa Parks Elementary. Their Tier 2 provider, Ms. Washington, uses the PRF to monitor their progress. Examine the graphs below. Make a tier decision (i.e., initiate or discontinue) for each student. Justify your decision using the data in the graphs. Remember, the criteria for the PRF are a benchmark of 35 and a slope greater to or equal to 1.