Collaborative Classroom Blog

Revised! RTI/MTSS Guidance for Reading Instruction in Collaborative Literacy

By Gina Fugnitto | Categories: Being a Reader Tips, Implementation

At Collaborative Classroom, we believe that providing students with a consistent scope and sequence and similar pedagogy in both Tier 1 and Tier 2 is the best instructional practice. Our recommendation is to use the Collaborative Literacy suite of programs—Being a Reader™ (K–2), Being a Writer™ (K–6), and Making Meaning® (K–6)—to provide Tier 1 instruction. For students who might require Tier 2 intervention support in foundational skills, our recommendation is to use SIPPS® (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words).

We have revised the RTI/MTSS guidance document to better support the considerations for reading instruction in Collaborative Literacy. The document provides general guidance to support Collaborative Literacy teachers with making Response to Intervention/Multi-tiered System of Support (RTI/MTSS) decisions. Use these recommendations in accordance with your school or district’s RTI/MTSS protocols.

The revised version provides:

  • General information related to Tier 1: high-quality classroom instruction, screening, and group interventions
  • General information related to Tier 2: targeted interventions
  • Grade level-specific RTI/MTSS considerations, including considerations for differentiating Tier 1 instruction for:
    • Kindergarten
    • Grade 1
    • Grade 2
    • Grade 3
    • Grades 4–6
  • Extended guidance for supporting students who struggle to learn letter names (Appendix A)
  • Guidance for providing first-grade students with a review for the first 6–8 weeks of school (Appendix B)
  • A Differentiated Tier 1 decision for Set 6 (Appendix C)
  • Considerations for using Making Meaning whole-class lessons, IDR, and IDR Mini-lessons to differentiate at Tier 1 (Appendix D)

To learn more, read these blogs:

Learning Can Be Messy, and That’s OK! Being a Reader RTI MTSS Guidance
“Equality Does Not Equal Equity”—An RTI Discussion