Kimberly Griffith came to talk to the Denton interns about how RTI supports both the behavioral and academic needs of students. We learned that several screeners are used in order to place students within an appropriate group so that they can be the most successful. After data has been analyzed, then students are grouped according to the level of support that they may need. All students fall into one of three different levels for academic support; Tiers 1, 2 or 3. 80% of students fall into Tier group 1, 6-20% are considered Tier 2 and only 1-5% are in Tier group 3. Behavioral Tier groups are broken into three groups as well, but percentage of students in each group varies based on occurrence.
In addition to outlining the different academic and behavioral tier groups where students need support, Mrs. Griffith also explained how the interventions with each group need to be varied. For example, academically, some students will only need whole group instruction in order to be successful, while other students need small group instruction or even individualized support. Behavioral Tiers are slightly different. Tier 1 is handled in the classroom, while Tiers 2 and 3 often require other outside interventions, such as counselors or alternative schools.
Mrs. Griffith stressed that documentation is a crucial step in the process of intervention, both academic and behavioral. The date, frequency, type of intervention and results are all things that must be documented frequently in order to have the correct information to place each student. When teachers document their students’ struggles and successes, then they have a better understanding of their future needs. Mrs. Griffith stated, “Effective instruction means students are prepared for the following year.”
In addition to outlining the different academic and behavioral tier groups where students need support, Mrs. Griffith also explained how the interventions with each group need to be varied. For example, academically, some students will only need whole group instruction in order to be successful, while other students need small group instruction or even individualized support. Behavioral Tiers are slightly different. Tier 1 is handled in the classroom, while Tiers 2 and 3 often require other outside interventions, such as counselors or alternative schools.
Mrs. Griffith stressed that documentation is a crucial step in the process of intervention, both academic and behavioral. The date, frequency, type of intervention and results are all things that must be documented frequently in order to have the correct information to place each student. When teachers document their students’ struggles and successes, then they have a better understanding of their future needs. Mrs. Griffith stated, “Effective instruction means students are prepared for the following year.”