My school has a similar model. I begin my center rotations promptly at 8:30 and give each rotation 30 minutes to complete each rotation, four rotations in all. At 9:30, students go to RtI and the remainder of my students continue working on center rotations. If they complete their assignment early, they are given a choice board to review skills (enrichment). Students are also given additional time to complete any center rotation work that is incomplete at the end of our centers.

I have always been weary of the actual outcomes of RTI. If there is so much data for teacher's to assess, then how can teachers effectively implement enrichment or remediation? I don't know how effective this suggestion is, but could volunteers help grade and input data?

My school has a similar time once a week. In this time, special education students meet with their IEP caseload managers. I think that is a much better way to address these issues than to load up extra work on regular education teachers.

Does your school test or do progress monitoring for Benchmark or periodically such as every other week. The system we use is called "MClass" and it gives results for various areas and math and reading and rates them as a "Green (Meets), Yellow (Needs Improvement), and Red (Needs intense support)." By looking at these scores and the various areas that are tested it's rather easy to group them.

We too have this same time allotted in our day. I don't like how typically what we progress monitor in RTI isn't aligned to what we are currently teaching. I then have all of this data that I am not able to use to differentiate my lessons because it isn't aligned.

Maybe it would be beneficial to the time effectiveness of the teacher to only evaluate the RTI data at the end of each one to two weeks. This time will allow the teacher to properly analyze students' progress without becoming overwhelmed.

At my school we have an RTI representative who travels from classroom to classroom to assess students in grade levels k-3. While completing my internship, I assisted this person with testing and calculating data. I would check to see if you could volunteer to have a student teacher assist you if there are any prospects available in your area, needing a mentor teacher (of course it would have to be at the start of the term/semester or school year).

From my perspective, it seems like a plus to have time allotted for enrichment/remediation. I also agree that actually assessing and analyzing can be quite time consuming. I would express my concern to administration and ask about possibly dedicating a PLO meeting for this purpose. This time can be use to plan and group and then your enrichment/remediation time can be used to execute!

Stay organized with a good grading system

RTI is time consuming. I would suggest taking data (like assessments, homework assignments or classwork assignments) that you have already collected and graded from your RTI student and use it as data. Just place notes on the graded work to show whether or not the student has shown improvement. Don't recreate the wheel, just add to it!

My school has incorporated time into each grade level's schedule for RTI. Unfortunately, the time to actually analyze this data was not included. As a grade level, I would allot time to analyze and collect materials needed for RTI. This time should be a common time among your grade level so every one is able to help and it is not on one teacher.