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Dyslexia

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What is RtI?
National Center on RtI
RtI Procedures
TEA RtI Site
TEA RtI Guidance Document
RtI Parent Booklet (Spanish   Version)
RtI/PBS Overview (PowerPoint)

RtI Video Library
RtI video
Tyler ISD RtI video
Lehigh University video
The Power of RtI
Positive Behavior Support

RTI Tackles the LD Explosion
RTI Tackles Reading K-6

eStar RtI
Directions for using eRtI

Student Success Initiative
SSI Manual

Reading Interventions
Reading Recovery
TPRI
Tejas Lee - chart   info
Tiered Reading Model
Destination Reading
Earobics
IES Reading Intervention Guide

Math Interventions
Destination Math
Math Strategies
Amazing Math Technology Interventions

Reading/Math Interventions

Progress Monitoring
Subject Area Probes
Chart Dog
Research Institute Home Page

Tyler RtI Procedures
Directions for using eRtI
Dyslexia Procedures Flow Chart
Quick Reference Criteria for At Risk  - Elem
RtI Flow Sheet
RtI FAQ's

Making a Referral to Special Education
Requirements

Response to Interventionís goal is to meet the needs of all students at risk for failure, whether or not they qualify for a legislated program.  Response to Intervention is an individual, comprehensive, student-centered problem-solving process that can be implemented in the general education classroom.  Educators employ research-based interventions in their efforts to increase student achievement.  Response to Intervention then uses systematic monitoring of student progress to track student success.  A studentís lack of response to regular education interventions becomes the determinant of need for additional, more intense interventions.

Within each classroom, the teacher responds to the academic needs of the students.  The type and degree of each accommodation will vary to the extent necessary for the student to benefit.  In most cases, very little specialized instruction will be necessary.  For those students that need additional assistance, classroom interventions are necessary. 

In a RtI system, all students receive instruction in the core curriculum supported by strategic and intensive interventions when needed.  Therefore, all students, including those with disabilities, are found in Tiers I, II, and III.  Important features, such as universal screening, progress monitoring, fidelity of implementation and problem solving occur within each tier.
 















 


UNITS
* Shared reading books
* Activities extra for each unit

Coloring an enlarged picture of a bear for writing.

Individual students can practice with Stretch and Shrink words written on sentence strip.

STORY SUMMARY PAGE
Make shapes large so the student can hold them up as each part of a story is told.

Several units in each basket.  Activities to go with each unit.

Instructional Strategies
► Accommodations
Autism/Asperger's Strategies
PALS: Peer Assisted Learning
      Strategies


Behavior Interventions

ADD/ADHD Interventions
Discipline
Classroom Behavior
Reducing Bullying
TBSI: Modules 1-6
CHAMPs: A Proactive and Positive Approach to Classroom Management
IES Guide to Reducing Behavior Problems in the Elementary School
Tyler Kick Off (PowerPoint)
Tyler Short Awareness (PowerPoint)

Web Based Resources

SMARTBOARD Templates
Elementary
K - 2 templates    
3 - 5 templates   
Middle School templates
Middle School
High School templates    
High School
Foreign Language
ESL (Spanish)
Spanish language resources
Specials templates
Specials Templates II
Smart for Deaf Ed
Music
Pre-K
Smart Interactive Resources for All Subjects
Smart Lesson Activities
Center ISD SMART Resources

Rebecca Clapp
Coordinator
Student Intervention Services
903.262.
3196
 
Homebound:
Pabitra Dass
Velora Douglas
903-262-3187
Kim Paetzel
Facilitator of Behavior/504 903.262.3185
Gayla McKnight
Dyslexia Facilitator 903.262.3180
Viki Munn
Reading Recovery
Lead Teacher
Jana Ezernack
Facilitator
Student Intervention Services
  Tammy Villanueva
Behavior Coach
903.262.3190
   

 

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