As a person going in to teaching special education students I will be the teacher receiving students from the result of RTI. Response to Intervention will be the first step to many of my students walking into my classroom. The module states that out of a classroom of 22 first-grade students, approximately five will struggle with reading. Of those five, four will need either additional or more intensive instruction to re mediate their skills. One of those four students will require even more intensive, individualized reading instruction. These struggling readers are the ones who would be a concern to teachers and administrators. These numbers of course change depending on several different factors and not every class will have a student that
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
In the case study entitled, How Far Should We Go, a fifth grader named Brian currently attends Willow Brook Elementary and transferred from a different district two years ago. In the previous school district, Brian received his instructional needs with special education services in a self-contained classroom after his diagnosis of language learning delays. Yet, when enrolled at Willow Brook, the decision for Brian’s placement resolved a continuous progress classroom as the appropriate educational environment. However, the author recommends further testing to determine the applicable instructional setting to support Brian’s progress with his reading difficulties.
A. Before we used to use DIBLES to identify students but we just recently switched to AIMSWEB. AIMSWEB is a universal screening, progress monitoring and data management system that supports Response to Intervention and tiered instruction. AIMSWEB allows us to look at all the students and see the ones who are most at risk and the ones who are least at risk and provides us with benchmark scores for each child. After we test a student we then put their scores into our computer system and it generates a main score for us, which is very nice because then we do not have to do the math ourselves. Then after we get the students score, we then decided if the student is in either Tier 1, 2, or 3. Before we had five reading specialists in the building so every 30 minutes we would pull out students and test them. With our primary kids we worked on letters and sounds and for our kids who were in grades third through sixth, we would help them prepare for the PSSA’s. As of last May, we do not do targeted assistance and are now a school wide title. We now help all the students in the whole school and are not just targeting the ones with IEPS. All three of our elementary buildings are going to the Multi-Tier Intervention (MTI). Our Intervention
We also utilize a program called Project Read. It provides literacy curriculum for grades K-12 and focuses on phonics, reading comprehension and writing. We have a few teachers on staff that have been trained to help incorporate Project Read into all of the classrooms. It utilizes lessons that are based on direct concept teaching, higher level thinking skills and can also be adapted for the SDC classes, as it can incorporate multisensory strategies. This curriculum is supposed to make an improvement on RTI scores, but we don’t have data that shows Project Read results separated from Read 180 results, so the improvement gap and growth we have experienced could be from either program or both combined.
This article is about “the difficulties of meeting the needs of twice-exceptional (2e) students, including students who are gifted with learning disabilities (LD)” (Yssel, 2014, p. 42). The problem with identifying students like this, is that they either mask their disability with their giftedness or vice versa. This masking effect “may cause both exceptionalities to appear less extreme; a student may fail to meet gifted criteria because the disability affects testing performance, or the student is performing at grade level and thus does not qualify for services under LD. In the past schools throughout the United States used the discrepancy model to identify students with LD” (Yssel, 2014, p. 44). “One major argument against the discrepancy model was that it makes early identification of a learning disability difficult” (Taylor, 2009, p 109). The twice exceptional students’ “needs were not evident until upper elementary or even middle school, at which point their frustration and LD might have permanently affected their motivation and ability to make appropriate progress in the curriculum with the reauthorization of the Individuals With Disabilities Education Act in 2004, some states have since mandated use of the Response to intervention model. RTI replaces the wait-to-fail component of the discrepancy model with early intervention. The RTI model is divided into three tiers, in the first tier there is, observations and a Universal screening (which) identifies students who are academically at risk; during this screening, however, is when teachers and other professionals should consider whether they might be missing students who are gifted with LD.” (Yssel, 2014, p. 44).Ali, Mark and Lacy are three students that have a learning disa...
But what happens next when a student is still not “getting it?” How do we best serve students to see improvement and keep them from being classified special education? In this paper I will share how CIM as a RtI method and outlines the implications for literacy instruction.
Intervention from a health profession may be needed if a person • loses interest in others or withdraws social • struggles to function, at school, work or socially • cannot concentrate, has trouble with memory or logical thought and speech • becomes sensitivity to sights, sounds or touch and avoids over-stimulating situations • loses the initiative or desire to part activities or sports • feels disconnected from themselves and others or their surroundings • develops strange or inflated beliefs about themselves • feels nervous or suspicious of others without reason • shows out of character or unusual behaviour • has dramatic changes in sleep, appetite and self-care behaviours • sudden or dramatic changes in feelings or moods
In conclusion, it seems as though all the positives of the response to intervention program outweigh any negatives about it. The RTI program is extremely helpful in identifying any student that is having academic difficulties at an early age. Whether these students should be considered in the special education program or not can also be determined by using the RTI program. There is no reason to allow students to fail before any intervention is even considered. Anything that is beneficial in helping students succeed in their academic achievements should be viewed as a
The need for additional research in the area of reading instruction is particularly true for adolescents with E/BD. The reading failure of secondary students with behavioral problems has been consistently documented and, as reported in the findings from the National Longitudinal Transition Study (Malmgren, Edgar, & Neel, 1998), these reading deficits likely contribute to the dismal outcomes for these students such as high dropout rates, grade retention, and overall poor achievement. In addition, the absence of empirically derived reading practices for older students with E/BD is particularly problematic given the current emphasis on achieving state curriculum standards and participating in content-area learning (Deshler et al., 2001).
Woodward, M., & Johnson, C. T. (2009, November). Reading Intervention Models: Challenges of Classroom Support and Separated Instruction. The Reading Teacher, 63(3).
Most noticeable and existing social problems are there because they lacked thorough intervention from the onset, of which most of their consequences would have been avoided. Thus, it is of vital importance as social workers to be able to intervene to crisis which affects people, in most cases being our clients. This assignment focuses on crisis intervention, which refers to the methods used to offer immediate, short-term help to people who experience an event that produces emotional, mental, physical, and behavioral distress.
Intervention, remediation, and accommodation are three very different things that are often confused. They are all helpful to students and in some cases make it much easier for a student to learn. All students are entitled to a Free Appropriate Public Education (FAPE). With this idea in mind, students need to also be entitled to be treated equally as well as with equity. Because all students are entitled to a FAPE, it is imperative that education institutions take measures to ensure that all students are accommodated to the fullest extent that they may need.
921). Within a socially situated community of practice, individuals usually construct knowledge based on their engagement and interactions with others, the environment, and the raw materials that are introduced into the community (Lave & Wenger, 1991). RtI staff meetings are like professional learning communities (PLC) where teachers come together based on grade level to discuss particular students’ learning difficulties and problem solving how to accommodate for them. In the process of understanding these difficulties, teachers share their experiences with the child and consult on students assessment data; then other teachers introduce strategies or interventions that they have found successful in similar situations (Lieberman, 1995). This kind of teacher collaboration may inform their understanding of their teaching practices and the needs’ of students. Further, within a problem-solving RtI model teams make a series of data-based decisions through the problem-solving model. In problem-solving teams, general educators have the opportunity to collaborate with school staff including special education teachers, counselors, and reading
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...