In the Installation stage of implementation, Leadership and Implementation Teams direct and facilitate the process of developing effective core instruction for ALL learners. They simultaneously use data, knowledge, or research to select evidence-based practices for students who need additional or different opportunities to develop skills and accelerate learning.
Leaders must understand the needs that interventions should address, the critical features of practices, instructional methods of delivery, and the standards which the practices accelerate learning. Once they select the practices and screening data that will support assigning students to the most appropriate interventions, leadership teams can begin the process of training staff. Training and coaching supports will require trainers and coaches to have intimate knowledge of the interventions and the components that are critical to their effectiveness.
Leadership and Implementation Teams must not only train staff and prepare coaching supports for the initial Implementation stage, they must also create additional organizational supports that safeguard the fidelity of the practices. Such organizational supports include, but are not limited to:
- Scheduling the requisite amount of time to deliver the interventions as designed.
- Setting aside time for data collection and analysis.
- Establishing protocols to use data to make instructional decisions.
- Creating capacity for checking on the delivery and effectiveness of the interventions.
- Establishing financial resources to support the number of students who need the interventions.
- Communicating the policies that protect the rights of students and parents.
Resources on this page are just a start and will continue to evolve as the results of the Minnesota Response to Intervention (RtI) Implementation Survey and Community of Practice continue to identify them.
Although this resource was mentioned in Exploration, it is worth noting that opportunities for networking and resources are available on the Minnesota Multi-Tiered System of Supports (MTSS)/RtI Community of Practice (CoP) wiki that can be useful to developing supplemental interventions, resolving logistical and scheduling challenges, monitoring fidelity, and more. E-mail firstname.lastname@example.org to join the COP.Guide for Designing Systemic Reading Instruction and Intervention
(http://education.state.mn.us/MDE/EdExc/ReadWell/index.html) is a 26-page guide created to assist schools in developing the structures necessary for a Multi-Tiered System of Supports (MTSS) and to provide quality reading instruction and intervention for students in preschool through grade three. Scroll down to find the link to the PDF.
Model Plan for Adolescent Reading Intervention and Development
(http://mra.onefireplace.org/Resources/Documents/Model_Plan_Final_MRA_Version.pdf). This 34-page document has been updated to meet the cognitive needs of adolescent students whose reading performance ranges from lowest to highest so that they can independently and proficiently read complex and rigorous texts in every content area. It covers scheduling, assessing, and designing instruction to help students of all abilities read and understand rigorous text independently and proficiently across content areas.
(https://unc-fpg-cdi.adobeconnect.com/_a992899727/ai-lesson2/). This 10-minute video helps team members determine if an intervention is evidence-based and useful for targeted students. This resource helps educators identify four criteria that distinguish a usable intervention, identify the implementation stage at which the fit of intervention is assessed, and select and employ appropriate tools and processes for assessing the fit of an intervention.Differentiated Instruction—Key to Student Success Module
(http://buildingrti.utexas.org/rti-presentations/differentiated-instruction-key-to-student-success). This module is intended for teachers, principals, Education Service Center personnel, and anyone interested in learning more about differentiated instruction within an RtI framework. It uses video examples of whole- group and small-group differentiated instruction, and covers how core small group instruction and supplemental intervention differ.Designing and Delivering Intensive Interventions: A Teacher’s Toolkit
(http://centeroninstruction.org/files/Designing%20%26%20Delivering%20Intensive%20Interventions%20Toolkit.pdf). This 72-page toolkit contains activities and resources to assist practitioners in designing and delivering intensive interventions in reading for K-12 students with significant learning difficulties and disabilities. It examines four considerations for intensifying interventions including supporting cognitive processes, differentiating and intensifying instructional delivery, increasing instructional time, and reducing group size.Using Instructional Routines to Differentiate Instruction: A Guide for Teachers
(http://www.centeroninstruction.org/files/Using%20Instructional%20Routines%20to%20Differentiate%20Instruction.pdf). This guide helps technical assistance providers and others who work with state education leaders to improve the reading achievement of elementary children. It aligns the Instructional Routines with Common Core State Standards (CCSS) and informs the design, delivery, and use of evidence-based interventions with students, including those with disabilities, who struggle with mastering rigorous reading, literacy, and mathematics standards.Content Literacy Continuum Instructional Change Model and Implementation Project
(http://www.ecsu.k12.mn.us/programsservices/k12professionalDevelopment/literacySIM.html). The Metropolitan Educational Cooperative Service Unit (Metro ECSU) offers consultation and training on the Content Enhancement Routines and the Strategic Instruction Model (SIM) strategies. SIM strategies and routines and other research-based interventions ensure mastery of critical core content.How to Develop an Effective Tier 2 System
(http://www.rtinetwork.org/essential/tieredinstruction/tier2/how-to-develop-an-effective-tier-2-system). This brief article summarizes how to implement a comprehensive model of tiered service delivery focused on improving both academic and behavioral outcomes for students, especially those who are at risk for poor outcomes. A successful tier 2 implementation requires a systems approach to coordinate the purpose, components, and key actions that help ensure success for the school and for the students.