Comprehension Reflection Paper

??? The Chaffey Joint Union High School (CJUHSD) uses RTI. Ms. DuVall did explain that all schools in the district are to use the RTI Model. She then disclosed the different interventions based on the Tiers and the RTI model is used for students who need support in the areas of learning and behavior. Ms. DuVall went into detail about the three tiers used. She stated that for Tier I, focuses on teacher intervention, such as students receiving a supportive learning environment, tutoring, and contacting the parent. In addition, Ms. DuVall defined Tier II as targeted intervention (school wide), thus students have access to tutoring programs, student tutors, AVID tutors, and college tutors, and site RTI Committee. Lastly, she explained Tier II as an intensive intervention which provides students with credit and grade recovery classes, intervention classes, counseling referral and groups, SST, 504, and Special Education

In other words, it is an extremely subjective process” (Response to Intervention (RTI) vs the Discrepancy Model). As stated, many teachers provide accommodations as needed but they do not know how to document the strategies used or measure the

Response to Intervention (RTI), is an early detection, prevention, and support system that attempts to identify and assist struggling students with appropriate levels of intervention. This strategy may determine if a student based on their time prior in Tier 3, would be qualified for special education with a qualification of learning disability. The RTI has three tiers which allows a teacher to monitor their student’s progress during instructions. The three levels of the RTI are explained through an article called, “Understanding Response to Intervention”, which states:

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

According to the ESU10 RTI website, RTI is an educational service delivery system designed to provide effective instruction for all students using a comprehensive and preventive problem solving approach. RTI is a three tiered method of instructional delivery to meet the needs of most students. The three tiers consist of the core, targeted, and intensive. The tiers represent instructional supports. Tier one is the utilization of a researched based core instruction program. The district should implement a universal screener to check for students learning. The goal is for districts to achieve at least eighty percent of students meeting benchmark. If the student does not meet benchmark, then the data is analyzed by

Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).

The author of the article also ascertain that the practice is an effective one since the RTI practice is capable of matching researched-based interventions that are of high quality to the behavioral and educational needs of the students. The practice also uses the concept of monitoring the progress used in assessing need for the require changes in goals or instructions, and finally, the practice may also include the additional tiers for the purpose of instructional intensity or if possible even to be eligible for special education (Rose & Howley,

The best thing that came out of this learning experience is my appreciation for the younger grades. I always thought that I wanted to a third grade teacher, but I do not think I need to limit myself. I had so much fun just watching the kids all interact with one another and have so many different thoughts. They truly liked learning and thought of their teacher as almost a mom like figure. I hope to instill this in my future classroom and to be in a school system that is ready to help

Response to Intervention, also known as RTI is a method made up of multiple tiers, to provide early recognition and aid of children with needs concerning to their behavior or learning. This process includes high quality teaching and general screening for all children in a mainstream classroom setting. The multiple tier systems of support, fits into the existing definitions for learning disabilities by classifying students into the tiers they require in order to achieve academic success based on their needs. Before a student enters their tiers, each student goes through a screening and progress monitoring to determine where they are in their educational setting. Once this has taken place and the data have been analyzed, students will be placed

Response to intervention (RTI) is an assessment procedure that consists of a multi-step approach to progressively intensive intervention and monitoring within general education for purposes of improving achievement outcomes and accurately recognizing students with learning disabilities. Components of the RTI process include universal screening, multi-tiered levels of support, evidence-based intervention, and using students' responsiveness to evaluate the status of their progress (Jenkins, Schiller, Blackorby, Thayer, & Tilly, 2013). Universal screening measures for students are not likely to result in definite identification for special education. Before students are placed they must be correctly identified with a precise assessment

The intervention model we use in our school is RTI. With Response to Intervention the instruction that as a function of the outcomes of the assessments. RTI drives changes in hopes to see in students succeed, who are identified at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies and are related to the nature and severity of the student's difficulties. This model is sub divided by 3 tiers:

In our school, we use the RTI model to deliver high quality instruction to our students. We use it a variety of ways in the classroom. One way, is through our reading groups. At the beginning of the year, all the kindergartners' reading was assessed. From there, they were broken up into reading groups. The classroom teacher guides the groups through instruction. The groups reading at a higher level only meet two times a week, while the lower-level groups meet three times a week. Those needing additional support, and more intensive instruction, also meet with the kindergarten special educator. We only have one student who needs this services.

Response to intervention (RTI) is a multi-tier approach that identifies and support students with learning disabilities and behavioral issues. RTI is designed for early intervention in struggling children, to provide appropriate instruction, and prevention of special education. The multi-tier approach of RTI consists of multiple levels. The most common used approach is the three-tier model. There are different levels of intervention, which is determined on the specific needs of the student. RTI is considered a dynamic assessment an approach that emphasizes the learning process and is based on the test-intervention-retest model (Cohen, Swerdlik, and Sturman, 2013). Dependent on the child’s response to instruction, the level of intervention will increase and intensify. The three levels of RTI consist of: Tier 1- The whole class, is focused on academically. All students are screened for at risk of failing, teacher uses instruction and intervention, and progress of all students are monitored through assessment. Tier 2- Small group interventions- In addition to the normal classroom setting and instruction, children that do not respond to Tier 1 will move to this level. The child will be placed in small groups with instruction, teacher will monitor progress through assessment, as well has parent involvement at home. Tier 3- Intensive Intervention- this level is the

RTI helps school districts recognize students who are below grade level and provides progress monitoring, interventions and intense instruction (O’Meara). The RTI framework consists of three components, the assessment process, tiered interventions and the problem solving method (Appelbaum). Tier 1 provides instruction that is curriculum aligned, utilizes differentiated instruction and feedback on progress (Searle). If a student is struggling in tier 1, they are moved to tier 2. Tier 2 offers students additional services and academic support (O’Meara). Students in tier 2, receive general classroom instruction in the classroom, with additional instruction in any weak areas of content (Searle). For students that need more support than offered in tier 2 are put into tier 3(O’Meara). Students in tier 3 require individualized instruction and academic support in a one on one setting with a special educator. Tier 3 students are pulled out of the classroom when students are working independently, this is so students in tier 3 do not miss out on general curriculum (Searle). This paper will explore further in depth the RTI framework.

Other treatments considered were IQ-Achievement Discrepancy Model, The Component Model of Reading (CMR), the Direct Route Models, and Progress-Monitoring Models. Each of these treatments are further explained in the following paragraphs.