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Selecting at-risk students: Typically, practitioners can look at student performance on previous year's high-stakes test or on an early-in-the-year benchmark and assess who falls below a certain criteria.

Monitoring at-risk students: Tons of options for how to do this, but critical to note that this is a dynamic process that can act as a series of formative assessments

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Fixed time and same intervention for every child. If there is progress, student goes back to the classroom. If there is not progress, they move to next Tier.

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Intervention as test is the method of using the intervention as a way to both track the progress of students (assessment) and provide intervention for students who need it.

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The teachers can meet with the parents to determine an approach to resolve the problem. Following this, the teacher selects and implements the intervention. From there, the intervention is redesigned. Lastly, special education assistance is evaluated.

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It can improve students' relative classroom performance so that fewer students may need special education and thus could save the resources.

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Strengths: Less time consuming for the teacher.
Challenges: returning students to the classroom before they are ready or assuming the student does not have a disability without further testing.

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Increasing intensity is achieved by (a) using more teacher-centered, systematic, and explicit (e.g., scripted) instruction; (b) conducting it more frequently; (c) adding to its duration; (d) creating smaller and more homogenous student groupings; or (e) relying on instructors with greater expertise.

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The strengths and weaknesses of this approach are two fold:

1. The standard treatment offers a reusable, universal way to test and assess students.
2. The problem solving approach provides more specified intervention, but it is inefficient and it is not standardized which makes it hard to know what is being assessed.

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Selecting at-risk students: Challenges include the arbitrary nature of choosing criteria for who is "at risk," and the problematic nature of standardized assessments. Strengths include the notion that practitioners are affixing labels (like "at-risk") to students as a means to get them more services, resources, etc.

Monitoring at-risk students: Challenges include that progress monitoring is time consuming and imperfect (not every formative assessment will say the same things!). Strengths include seeing monitoring as dynamic, fluid, and layered (as opposed to just a single assessment), can give a holistic sense of how a student is doing.

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This is a resource-intensive process that might be logistically challenging. A lot of planning is necessary. Additionally, the teachers might not have the specialized skillsets of a specialist. This can impact fidelity.

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Came about as a response to Reading First --> major component of NCLB which had schools use scientific knowledge to aid in curriculum selection in addition to using appropriate screening measures to identify students who need more assistance.

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It depends on which approach the school it uses, but a combination of both approaches seems ideal. It helps to have standards to identify who need intervention and in what areas. On top of this, it helps to use a more problem solving approach to help provide continuous assessment and intervention.

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Identifying the right intervention and the time it needs to last.

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There's still a possibility that some children who do not respond to Tier 1 but are responsive in the other tiers could still have a learning disability.

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While lesson planning how you integrate this into your plan and instructions.
Observing students' behavior and response to instruction and content.
Including all the multi-layers screening for the intervention as well as the students' development

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This falls under one of the course's underlying themes that learning is very effortful. RTI highlights that tailored learning experiences can align with the specific learning needs/abilities of students to bolster their success.

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Problem solving involves raising questions to ask students to answer during the process. It may promote their effort to figure out the ways to answer the questions. This may be very useful to improve students' test performance, not only classroom performance.

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Different cultural contexts and backgrounds.