A: RTI
combines universal screening and high quality instruction for all students with
interventions targeted at struggling students.
First, it is important to screen all students for potential reading
problems at the beginning of the year and again in the middle of the year. Teachers need to monitor the progress of
students who are at elevated risk for developing reading disabilities. Next, differentiated instruction should be
provided for all students based on assessments of students’ current reading
levels (Tier 1). Next, teachers should
provide intensive, systematic instruction on up to three foundational reading
skills in small groups to students who score below the benchmark on universal
screening. Typically, these groups will
meet between three and five times a week for 20-40 minutes (Tier 2). Third, the progress of Tier 2 students should
be monitored at least once a month. This
data can be used to determine whether students still need intervention. Finally, intensive instruction should be
provided daily in order to promote the development of various components of
reading proficiency to students who show minimal progress after a reasonable
amount of time in Tier 2 small group instruction (Tier 3).
Repeat
after me: “Do your homework on reading
instruction!”
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ΓΌEXTRA CREDIT:
Avoid using
tentative terms such as “I think,” “I feel,” or “I guess.” Over-use of these terms tends to leave a less-than-positive
impression with the interviewer – that you are unsure or indecisive. Interestingly, women tend to use these
terms moreso than men.
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