MTE 513 Completing an RTI Model Wk 5.docx MTE/513 Response to Intervention - - Ti

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MTE 513 Completing an RTI Model Wk 5.docx MTE/513 Response to Intervention - - Tiers 1, 2, 3 MTE/513: Evaluation And Data Literacy Response to Intervention - - Tiers 1, 2, 3 Tier 1 Small ... groups, of at least three or four students, working on a particular physics concept, projectile motion. The students have taken a pre-assessment, and the class average is approximately 70%. The objective goal is 80% average. The students will be grouped with at least one student above 90% and one student below 60%. Each student™s score is confidential however, the teacher will assign groupings from the class to work together on individual problems. The problems will be multi-faceted so that a reasonable amount of discussion is necessary for the group to solve the problem. The groupings allow students to identify with each other and analyze the problem collectively. The teacher will facilitate and foster discussion in each group, allowing the groups to teach and remediate each other. As the students in the group discuss the problem, there would have been establish ground rules for discussion, namely all students must participate, each student will applaud each other with their discussion content, while maintaining discussion delved at arriving to the correct answer. Tier 2 Small groups of three to five students that are separated from the class during nominally non-essential class time (P.E., music, art) or taking time from consecutive courses to form a contiguous span of time (for example, 30-minute RTI time formed from th. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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