Appropriate Literacy Skills In Middle School

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

This three-tier RTI system is wonderful at the early stages of education because it allows teachers to identify at-risk students and move them through the intervention process. However, in the later stages, it is often too late to evaluate students for learning disabilities as these should have been recognized early on in a child’s education. It should be noted that students at this stage do still need interventions, but in a different format.

Response to Intervention (RTI) is a three-tiered system that provides for increasingly interventions as students move upward through the tiers. The first tier involves all students on a campus. During this tier, all students are provided with effective instruction using research-based teaching and learning strategies. Students are benchmarked at the beginning, middle, and end of each year. About 65%-75% of all students respond to the initial tier of interventions and no further intervention is required. Tier 2 interventions take place in small groups and are in addition to the interventions of Tier 1. The areas of weakness are targeted, and instruction may be provided by the general education teacher or other school personnel. Student progress

All grade levels and learners struggle in different areas as they progress through school. Grades Pre kindergarten through third grade is a time when the services are being used to prevent difficulty in reading. This age group is known as the prevention stage. Because these are pivotal years in learning to read and fundamentals it is important to gave a strong RTI in order to allow kids to thrive. Grades four through twelve are the rescue stage. RTI is typically used to rescue struggling readers. The goal for RTI is to prevent and aide in students so that they do not struggle and get the help they

The need for basic literacy skills is vital in order for our nation to continue to operate successfully. With approximately 5 million students, graduating below the National Standard for Literacy and unable to read, we must take a look at the curriculum and teaching techniques to assess whether the current systems need to be revised to better assure ALL students are successful. (Adolescent Literacy: A Policy Research Belief p. 1) The issue begins first with the definition of “Literacy”, and the fact that there are several aspects of literacy which are not currently included in the curriculum. Another issue is the “old” standards which are in place do not support the level of diversity which is now seen in many school systems. Then

RtI works at its best when personal from across the school, including administrators, general education teachers, special education teachers, supplemental specialists, music and gym teachers, and counselors all collaborate to support the framework, because each staff member shares equal responsibility for the success and failure of all students (Shapiro 2011). RtI needs the full support of all staff members, because it does not show immediate results and could take between 3-5 years to see its positive impact. RtI gives schools the chance to correct literacy issues, and fix the problem early, before students’ progress forward where they pay for it long into their future.

In this webinar the presenters focus on ELLs and RTI. The first key word is the evidence based assessment and curriculum. The focus of RTI is preventions and maximizing student’s achievement and students are growing academically. The goals are for all students to meet their highest potential and use general education. Sheltered instruction is part of the core curriculum. The core curriculum is meeting at least 80% on each sub group.

In regards to the reading program it is appropriate for each special education and at-risk student. The reading program is implemented with specifications acquiescing to their individual education programs (IEP), and recommended reading levels. Although the students are working together in a small group in the second tier of the intervention process, each student progresses according to individual achievement based on goals designated in their IEP, and teacher recommendations based on their current reading grade level. The individual responsiveness of each student determines whether they transition to the third tier of the RTI process, or if they are able to appropriately progress at the current level of intervention. Presently, the two at risk students have maintained the status quo, not progressing sufficiently, and have

This article is commentary to Justice's (2005) article on the effects of EBP and RTI on reading instruction. Both RTI and EBP can be used to promote effective change in the way services are provided in the school setting. As a response to the original article, Ukrainetz (2006) stated that utilizing RTI and EBP can provide opportunities as well as challenges for SLPs. Using these techniques can make considerable changes in the way children are identified for services as well as refining language intervention.

RTI has three tier levels. At Tier 1, all students are at the general instruction and assessment stage. At Tier 2, some students are at the supplementary instruction and assessment stage. At Tier 3, few students are at the specialized instruction and assessment stage. This stage can take quite some time for students to get out of, but educational professionals need to continue to be patient and work with students. This is also an opportunity for educational professionals to collaborate with their team to come up with differentiated instructional

Response to intervention (RtI) is an approach that was recently recommended by IDEA. IDEA stands for Individuals with Disabilities Education Act. This law was passed in 2004 by George W. Bush. It improved the service for children with disabilities and their families. It was important for them to do this to make education fair and equal. Part B and Part C of IDEA are the most important parts to teachers. Part B is for students age 3-21 with special needs and includes funding and guidelines. Part C is more about providing intervention services for infants and toddlers with special needs. The purpose of RtI was to figure out if a student actually has a learning disability. This model takes into account a “student’s

Most of RTI implications have been developed from research done in the elementary school level. It is important to also look at the different levels of schooling and how RTI influences instruction considering a career as a school psychologist can bring one into any of these levels. Duffy (2007) stated “the success of RTI at the high school level rests on the capacity of educational professionals to collect and interpret student achievement data and to identify and implement interventions that support student progress” (p.7). This is similar to the RTI model studies previously mentioned, teachers and staff training is crucial to the success of this

Boroch, Hope, Smith, Gabriner, Mery, Johnstone, and Asera (2010) explain the difference between developmental and remedial education which are often used interchangeably. Remedial is a deficit of skills and abilities were as developmental is recognized as a student’s strengths and weaknesses. In higher education developmental courses typically do not count toward a degree or certification, thus requiring students to complete more courses than necessary. In addition to completing remedial and developmental courses, these students must take standardized placement tests. By requiring the standardized test, developmental

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help