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Differentiating Instruction: Once Size Doesn't Fit All

A central goal of RTI is to ensure that literacy instruction is a school-wide priority and that all students have access to the highest levels of instruction and learning.

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We work with administrators and teachers to support RTI intervention frameworks. As a part of this, Project staff help schools establish the 3-tier system of intervention—one that involves the classroom level, Tier 1, additional small group intervention, Tier 2, and for students requiring this level of support, more individualized interventions, constituting Tier 3 support. Next, we work with schools to support teachers in offering rich, differentiated instruction at every level.

Together, staff developers and teachers examine the use of visuals, oral language rehearsal, partnerships, and powerful instructional methods to respond to the linguistic and literacy needs of students.

Special Education The Teachers College Reading and Writing Project offers workshops and on-site professional development for those who work in a variety of contexts and offer varied levels of Special Education services. Response to Intervention The Project embraces the proactive, rather than reactive, spirit of the Response to Intervention RTI legislation, wherein it is made a priority to reduce the number of students referred for special education services by offering high-quality classroom literacy instruction and differing levels of intervention support before students fall below benchmark levels.

First is a case study of a second grader whose teacher utilizes an e-assessment for screening and progress monitoring and a mix of differentiated spelling lists, decoding and phonics exercises, instructional book reading, and ultimately one-on-one tutoring and intense phonemic awareness and phonics lessons as Tier Il and Tier III interventions.

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