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Exploring RtI with Lewis and Clark

A Lofty Goal

In their article, Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom?1(2006), Nicole Strangeman, Chuck Hitchcock, et al. speculate that the synergism inherent in the simultaneous implementation of Response to Instruction (RtI—also referred to as Response to Intervention) and Universal Design for Learning (UDL) may enable educators “to build the capacity of the general education curriculum” making it “possible to realize broadly effective general education curricula that anticipate students’ difficulties and eliminate the need for intervention.”

Explore with us a 3-Tier Model of UDL Instruction and RtI Intervention using INCITE! Films, Start-to-Finish Books and the SOLO Literacy Suite.

Tier 1: Intervention in the Everyday Classroom

Use Tier 1 resources in combination with a UDL (Universal Design for Learning) instructional approach to support diverse learners in meeting the goals of the standard curriculum. UDL, properly implemented, addresses the differences among learners in the context of regular classroom instruction.

Provide IMMEDIATE Tier 2 strategic intervention to learners who continue to lag behind the group (typically in the lowest 20%) due to a specific learning need.

Tier 2: Strategic Intervention

Once struggling learners are identified, group them according to learning challenges, then use a problem-solving process and Tier 2 resources to effectively provide instructional intervention:

  1. Tier 2 Intervention StrategyIdentify and define each learner’s areas of challenge/need (Continued from Tier 1)
  2. Analyze WHY the problem is occurring (e.g. challenges with background knowledge, decoding, fluency, comprehension, analysis, etc.) and develop an intervention plan.
  3. Implement the plan (e.g. create targeted small groups; work individually with each learner; offer targeted, intensive intervention; provide scaffolded resources and environments)
  4. Perform ongoing, formative assessment and evaluate effectiveness of the plan to inform instructional/intervention planning and determine when individual learners might be ready to return to Tier 1 standard instruction.
When ongoing assessment identifies learners who continue to struggle even after Tier 2 interventions, refer them on to Tier 3 interventions and— possibly —as candidates for special education services.

Tier 3: Customized Learning Intervention

Use the SAME flexible resources you used in your Tier 2 interventions to provide more intensive and customized interventions at Tier 3.

Tier 3 interventions include individualized, intensive instruction with the following characteristics:

  • Longer duration
  • Assessment-based
  • Scientifically-supported
  • Systematic

In some cases, remedial or special education services (such as Title I) may be recommended by a multi-disciplinary team.

At Tier 3, Incite! films, Start-to-Finish Books and the SOLO Literacy Suite are critical, customizable tools you can use to:

  • Create an environment that provides intense supports to students who need to focus on success
  • Build confidence and engagement
  • Maximize resource time to allow student-driven practice with skill-building assignments that can quickly and easily be customized for individual learners

Explore Further

We have some FREE Samples of resources for you to support effective implementation of the RtI and UDL Instructional Models in YOUR school(s). Download these files for customizing and individualizing learning about the Lewis and Clark Expedition at all 3 Tiers of the RtI Instructional Model.

Traveling Off the Map Cover

Included are PDF files of the complete text of an article or book chapter from Native Americans in the Time of Lewis and Clark, Traveling Off the Map: The Lewis and Clark Expedition and Sacagawea: The Trip to the West plus a vocabulary strategy sheet and sample quizzes from all three titles!

LINKS

View Incite! Overview

View Incite! Sample films

Get the FREE Samples of Resources 

1 Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom? (2006), Nicole Strangeman, Chuck Hitchcock, et al., LD Online article

This article was introduced in the October 2007 LeaderLink eNewsletter.