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CHHS RTI Tier Two Strategies


CHHS Tier 2 Interventions

Teachers should document that they did:

  • Follow RTI team recommendations
  • Frame important information
  • Activate prior knowledge
  • Use visual and graphic organizers
  • Attach to future learning
  • Use Color to focus information in text
  • Review previous skills frequently
  • Use Humor in instruction
  • Attach learning to Real Life experiences
  • Circulate around room
  • Allow for student movement
  • Use directed instruction for skills (teach, model, guide, independent)
  • Have student repeat instructions back
  • Teach to all of the senses
  • Pause during instruction to allow
  • Teach to all learning styles student to restate main idea or steps
  • Summarize key elements more than once in lesson
  • Use Bloom's Taxonomy
  • Use "Think Pair Share" easy grouping technique before responding.
  • Teach short sessions using a brisk pace
  • Use "Talk Back" technique to allow
  • Prep materials in advance students to tell each other what has
  • Write directions clearly been learned
  • WRITE and SAY instructions
  • Provide extra practice
  • Use Auditory signals (play chimes, ring, a bell, play music)
  • Increase student feedback)
  • Monitor student progress
  • Use Visual signals (illustration, raised hand, overhead timer)
  • Use peer mentors
  • Make eye contact with students before
  • Use mnuemonics devices (for steps, giving instructions facts, vocabulary)
  • Develop a signal method for asking for help (other than raising hand)
  • Present information at more than one reading level
  • Give copies of the highlighted text
  • Use collaborative groups
  • Provide a master set of notes
  • Use technology
  • Provide headphones to mask out auditory distractors
  • Use props, theatrics, videos, storytelling, etc. to focus attention with new concepts
  • Keep student desktop free of clutt er
  • Use game show formats for reviews
  • Allow to go to less distracting location
  • Use study carrel for independent work
  • Let students write class notes on SMART board or overhead
  • Provide extended time if needed.
  • Provide Audiotapes of texts
  • Teach using lower-level vocabulary
  • Use fewer words (notes, instructions)
  • Break down assignments and instruction into smaller steps
  • Put instructions in STEP BY STEP format
  • Create and display posters with STEP BY STEP problem solving techniques


Adapted From: Response to Interventio n (RTI) Strategie s, Mentoring Minds