• 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" as.an 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