CHHS Tier 3 Interventions 

Teachers should document that they did:

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

Adapted from:  Response to Intervention (RTI) Strategies, Mentoring Minds