prevention to avoid intervention
DESCRIPTION
Prevention to Avoid Intervention. Tier 1: the most important tier!. Targets. We should spend 90 minutes of core reading time There must be fidelity to the core Effective instruction must be explicit. Explicit about my instruction Gives you a road map for where we are going - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/1.jpg)
Prevention to Avoid Intervention
Tier 1: the most important tier!
![Page 2: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/2.jpg)
Targets
•We should spend 90 minutes of core reading time•There must be fidelity to the core•Effective instruction must be explicit
Explicit about my instruction•Gives you a road map for where we
are going•Creates a “sense of urgency”
regarding today
![Page 3: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/3.jpg)
Expectations• Demonstrate good audience skills– Silence cell phones– Hold side conversations out of ear shot
of others– Engage in active listening
• Participate in discussions• Take notes to track your thinking• If you need a break, take one
Explicit about my instruction•Clear expectations reduce confusion
•I assume you know all these things
![Page 4: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/4.jpg)
Partnerships• Pick someone near year you to be
your partner.• The person with the next birthday is
coffee.• The other person is cream.
![Page 5: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/5.jpg)
How’s your herd?
![Page 6: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/6.jpg)
Start with the Why
Why
How
What
Simon Sinek
![Page 7: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/7.jpg)
• A core Reading program provides a system of instruction for students as they move through grade levels.
Why do we need a core?
![Page 8: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/8.jpg)
Core is for all students
![Page 9: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/9.jpg)
RTI begins with General Education!
Teachers don’t fail students, systems do.
RTI is a system for differentiation of instruction!
RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.
![Page 10: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/10.jpg)
Strong core instruction
![Page 11: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/11.jpg)
Weak core instruction
![Page 12: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/12.jpg)
Interventions
![Page 13: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/13.jpg)
We cannot solve the herd problem one cow at a time. We need a system to feed them all well.
In other words
![Page 14: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/14.jpg)
Start with the Why
Why
How
What
Simon Sinek
![Page 15: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/15.jpg)
• A core Reading program has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction.
How is instruction organized?
![Page 16: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/16.jpg)
We should spend 90 minutes of core reading time
becausesuccessful core
instruction is the most important thing you can
do in RTI.
![Page 17: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/17.jpg)
90 minutes• Core programs are written and designed to be
taught for 90 to 120 minutes. • This does not include the instruction of writing– It may include the practice of writing• Writing in response to reading
![Page 18: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/18.jpg)
90 minutes• Core programs are written and designed to be
taught for 90 to 120 minutes. • This does not include the instruction of
writing– It may include the practice of writing• Writing in response to reading
![Page 19: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/19.jpg)
• More whole group instruction on Monday and Tuesday
• Not the same amount of small group time for each group each day
![Page 20: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/20.jpg)
Large group instruction• Text is designed to be the initial instruction• Text is used as a model to teach literacy
skills• Whole group text may be above or below
some students• Whole group instruction should be a
limited amount of time
![Page 21: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/21.jpg)
Large group instruction• Text is designed to be the initial
instruction• Text is used as a model to teach literacy
skills• Whole group text may be above or below
some students• Whole group instruction should be a
limited amount of time
![Page 22: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/22.jpg)
Small Group Instruction• Text is at the students instructional
level• The text is focused on the needs of
the students• Teacher provides background,
addresses vocabulary and text features
• Each student has their own copy of the text and they read independently while the adult observes their reading behaviors
• After the students read, the adult leads a group discussion
![Page 23: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/23.jpg)
Small Group Instruction• Text is at the students instructional
level• The text is focused on the needs of
the students• Teacher provides background,
addresses vocabulary and text features
• Each student has their own copy of the text and they read independently while the adult observes their reading behaviors
• After the students read, the adult leads a group discussion
![Page 24: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/24.jpg)
Small Group Instruction• Text is at the students instructional
level• The text is focused on the needs of
the students• Teacher provides background,
addresses vocabulary and text features
• Each student has their own copy of the text and they read independently while the adult observes their reading behaviors
• After the students read, the adult leads a group discussion
![Page 25: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/25.jpg)
Struggling readers in core
• They need the most instruction.• Need to be exposed to grade level
material.• Just because there is a deficit in one
area, does not mean there is a deficit in all areas of reading.
• If they miss grade level material, they will never catch up.
• Interventions are limited in scope.
![Page 26: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/26.jpg)
90 minutes
There is no “RTI way” of organizing your 90 minute
blocks.
The district will standardize,the building will customize
![Page 27: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/27.jpg)
Differentiation during 90 minutes
Differentiation is changing the size of the meal, not the menu.
![Page 28: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/28.jpg)
Differentiation during 90 minutes
Differentiation is changing the size of the meal, not the menu.
![Page 29: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/29.jpg)
Differentiation during 90 minutes
Differentiation is changing the size of the meal, not the menu.
![Page 30: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/30.jpg)
We should spend 90 minutes of core reading time
becausesuccessful core
instruction is the most important thing you can
do in RTI.
![Page 31: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/31.jpg)
Talk Time• Coffee please answer the following
question:–How do the sample minutes given
in the handouts match what you currently use in your class?
• Cream please answer the following question:–How do you currently differentiate
your instruction for your neediest students.
• With extra time switch questions
Explicit about my instruction•Explicit roles for each partner
•Built in differentiation•It is the beginning of the conversation, I
realize there will not be enough time
![Page 32: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/32.jpg)
There must be fidelity to the corebecause
successful core instruction is the most
important thing you can do in RTI.
![Page 33: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/33.jpg)
vs.
![Page 34: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/34.jpg)
Fidelity to the core
Worksheets Fidelity
![Page 35: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/35.jpg)
Why is fidelity important?
• Comprehensive program that incorporates all components of reading• Students have the opportunity to make
connections• Students read text that supports
vocabulary, phonics, and comprehension lessons
• The whole school has a common language, common goal, and common tools
![Page 36: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/36.jpg)
Curriculum specific fidelity checklists
![Page 37: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/37.jpg)
Non-curriculum specific fidelity checklists
![Page 38: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/38.jpg)
Fidelity to the core
1. The Big 5 of Reading2. The scope and sequence3. State and common core
standards4. Common instructional
strategies
![Page 39: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/39.jpg)
Big 5 of Reading
•Phonemic Awareness •Phonics•Fluency•Vocabulary•Comprehension
Finite Skills
Infinite Skills
![Page 40: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/40.jpg)
Scope and sequence
![Page 41: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/41.jpg)
Scope and sequence• We want to be sure that we know
what has and what will be taught. • Mastery of skills looks different at all
levels• Repeated opportunities to learn
![Page 42: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/42.jpg)
State Standards & CCS
![Page 43: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/43.jpg)
Common Instructional Strategies
![Page 44: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/44.jpg)
Who ensures fidelity?• Fidelity checklist should provide
clarity to teachers• District must decide who is
responsible to check– Principal– Literacy coach
• Fidelity checks should occur regularly – two to three times a year– 10 minutes each class
![Page 45: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/45.jpg)
There must be fidelity to the corebecause
successful core instruction is the most
important thing you can do in RTI.
![Page 46: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/46.jpg)
Talk Time• Cream please answer the following
question:–Define fidelity in 1 sentence.
• Coffee please answer the following question:–How would the perfect fidelity tool
look to you?
• With extra time switch questions
![Page 47: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/47.jpg)
Start with the Why
Why
How
What
Simon Sinek
![Page 48: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/48.jpg)
• A core Reading program includes ways for us to deliver the content in ways that students will most effectively learn.
What does instruction looks like?
![Page 49: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/49.jpg)
Effective instruction is explicitbecause
successful core instruction is the most
important thing you can do in RTI.
![Page 50: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/50.jpg)
Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research.
~Ideas That Work
![Page 51: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/51.jpg)
Explicit Instruction is. . .
• Engaging• Systematic• Relentless
Anita Archer
![Page 52: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/52.jpg)
![Page 53: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/53.jpg)
Explicit Instruction is Engaging
• Frequent responses are elicited– Things students say– Things students do– Things students write
• Responses are monitored• Positive and corrective feedback is
given
![Page 54: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/54.jpg)
Explicit Instruction is Engaging
• Frequent responses are elicited– Things students say– Things students do– Things students write
• Responses are monitored• Positive and corrective feedback is
given
![Page 55: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/55.jpg)
Explicit Instruction is Engaging
• Frequent responses are elicited– Things students say– Things students do– Things students write
• Responses are monitored• Positive and corrective feedback is
given
![Page 56: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/56.jpg)
Explicit Instruction is Engaging
• Frequent responses are elicited– Things students say– Things students do– Things students write
• Responses are monitored• Positive and corrective feedback is
given
![Page 57: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/57.jpg)
Is this engaging instruction?
![Page 58: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/58.jpg)
Is this engaging instruction?
![Page 59: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/59.jpg)
x
![Page 60: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/60.jpg)
InputInputInputInputInputInputInputSee you tomorrow
InputQuestionResponseFeedbackInputQuestionResponseFeedback
Multiple opportunities for student responses
![Page 61: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/61.jpg)
InputInputInputInputInputInputInputSee you tomorrow
InputQuestionResponseFeedbackInputQuestionResponseFeedback
Multiple opportunities for student responses
Feedback works 2 ways:
From the teacher to the student
From the student to the teacher
![Page 62: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/62.jpg)
By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.
![Page 63: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/63.jpg)
By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.
![Page 64: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/64.jpg)
Purposeful Partnerships
![Page 65: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/65.jpg)
Purposeful Partnerships
• Increase student talk time• Intentionally assigned by
teacher• Multiple turns leads to
multiple opportunities•More turns = more practice
![Page 66: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/66.jpg)
Dr. Anita Archer
Focus … As you watch this video,
• Note the active participation procedures that are directly taught to students.
Explicit about my instruction•Writing as a response to
instruction•Set the purpose•Build background, targeted conversation
![Page 67: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/67.jpg)
![Page 68: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/68.jpg)
Talk TimeCoffee will begin followed by Cream–Begin to list the active participation
strategies that were taught to students –List items until you have exhausted
your list
• With extra time talk about how you could spread this practice around your school.
![Page 69: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/69.jpg)
• Content– Sequenced logically–Manageable steps that progress from
simple to more complex concepts and skills
Explicit Instruction is Systematic
![Page 70: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/70.jpg)
• Content– Sequenced logically–Manageable steps that progress from
simple to more complex concepts and skills
Explicit Instruction is Systematic
![Page 71: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/71.jpg)
• Design of instruction– Organized and focused – Goals that can be articulated by
students– Review and build background knowledge– Review at the end of the lesson– Scaffolding – Includes instructional routines
Explicit Instruction is Systematic
![Page 72: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/72.jpg)
• Design of instruction– Organized and focused – Goals that can be articulated by
students– Review and build background
knowledge– Review at the end of the lesson– Scaffolding – Includes instructional routines
Explicit Instruction is Systematic
![Page 73: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/73.jpg)
• Instructional Routines example vocabulary
– Say the word– Provide a student friendly definition– Provide a context with examples and
non-examples– Students engage in discourse about the
word
Explicit Instruction is Systematic
![Page 74: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/74.jpg)
Explicit Instruction is Relentless
• Practice, practice, practice• Practice does not make perfect,
perfect practice makes perfect• Practice leads to automaticity• The 3 R’s
![Page 75: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/75.jpg)
Explicit Instruction is Relentless
• Practice, practice, practice• Practice does not make perfect,
perfect practice makes perfect• Practice leads to automaticity• The 3 R’s– Receive, Respond, Retain
![Page 76: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/76.jpg)
• Model
• Mass practice
• Distributed practice
• Individual practice
• I do
• We do
• Y’all do
• You do
Explicit Instruction is Relentless
We want students to apply the lessons to the next text they read.
Moving tow
ard m
astery
![Page 77: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/77.jpg)
Whole group video• Watch for:– Think aloud to model new information for
students– I do, we do, ya’ll do, you do– Graphic organizers– Maintain close proximity to students.
• Target: Description– We have discussed vocabulary– We have just done a picture walk
• 2nd grade in SE Oregon
![Page 78: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/78.jpg)
You will be discussing one of these questions with your partner:
• What instructional strategies worked well during the whole group?
• What strategies did the instructor use to engage the students in reading?
![Page 79: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/79.jpg)
![Page 80: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/80.jpg)
Talk Time• Cream please answer the following
question:–What instructional strategies worked
well during the whole group?• Coffee please answer the following
question:–What strategies did the instructor use to
engage the students in reading?
• With extra time switch questions
![Page 81: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/81.jpg)
We must have effective instruction because
successful core instruction is the most
important thing you can do in RTI.
![Page 82: Prevention to Avoid Intervention](https://reader036.vdocuments.us/reader036/viewer/2022062310/568161c0550346895dd1a080/html5/thumbnails/82.jpg)
Effective core instruction
•We should spend 90 minutes of core reading time•There must be fidelity to the core•Effective instruction must be explicit