This is a, “Tiered system designed to integrate assessment, instruction, and data-based decision making to improve the outcomes for all students in both regular and special education classrooms” (Kubiszyn & Borich, p. 57). There is a set purpose to RTI, along with various benefits and challenges, that are worthy of study and this forms the basis for this paper. The Purpose of RTI Response to Intervention is designed to provide the classroom teacher with a tiered approach to managing classroom instruction. This method is designed to differentiate students and allow teachers the opportunity to determine what interventions, or instructional modifications, might be needed for their students based on past performance. The RTI system is actually geared to combine the areas of assessment, instruction, and data based decision making in an effort to improve outcome for all students, no matter if they are in a regular or special education classroom (Kubiszyn & Borich, 2009, p. 57). Students that do not respond well to the first tier of services would then be monitored according to the second tier. This is usually about 15% of the student population (Kubiszyn & Borich, 2009, p. 57). The second tier would involve teachers monitoring those students and providing them with more intensive instruction. The monitoring of this instruction would be ongoing and would be supplemented with regular formative assessment
Response to Intervention University Name Response to Intervention Introduction IDEA legislation has revolutionized the way we educate children with special needs in America. Valuable services, specially trained staff, and numerous other educational opportunities are now afforded to this student population…
It focused on data that was already gathered from primary or even other secondary sources. The proposal provided ready data for analysis and most importantly, the data sources that are always varied. In this work, reviews of already done proposal were carried out to determine human caused disaster such as arson and its impacts.
It is important to not waste precious time, as contact hours in the classroom seem to be diminishing year after year. This becomes factor becomes crucial when considering students who exhibit a learning disability. It is vital that such disabilities are identified and instructional plans modified to give the student maximum opportunity for success.
Response to Intervention (RTI) model Teaching a very diverse group of students in terms of their skills and abilities as well as their needs requires one to employ a wide range of techniques so as to ensure inclusiveness. Hong Kong is a metropolitan city with people coming from various backgrounds.
Developmental problems affect not just the child but his family as well. Moreover, the ability of the child to overcome such difficulties requires the active participation and support of his family. The child cannot do it alone. He needs his family's love, care, and support to overcome the various obstacles posed by the delays in his development.
Crisis can be seen in at least three different forms; a hazardous event, a decision making event, or a danger and opportunity. Thus, crisis is a time for decision making in a situation presenting either danger or opportunity.
ent of Education describes it as a framework incorporating common core state standards accountability, assessment, and early intervention to serve all students with a common belief that all students are capable of learning. It is a framework congruent to providing a seamless
Despite all these, the implementation process went on as scheduled and the school can currently boast of organized learning and working groups (Baccellieri, 2010). The practical goal during the implementation process was attained by the creation of
sical and psychological effect on an individual and thus crisis intervention should offer immediate, intensive, pragmatic and innovative support to individuals who have experienced a traumatic incident or event (James & Gilliland, 2012). Crisis intervention aims at lowering the