Differentiate Reading Programs

The Virginia Department of Education defines RtI as “a general education process that uses high quality instruction, tiers of interventions, and student performance data to help students learn” (Fast Fact, 2010). This educational approach consists of multiple tiers of intervention that are used to help increase academic achievement, target individual students’ learning needs, and aid in the identification of students with various learning and/or behavioral needs. Universal screening gathers data on all students and identifies struggling learners, who are then provided with interventions according to the data. A progress monitoring schedule is developed to closely monitor the effectiveness of the interventions. This data is used to drive instruction, specific to the individual needs of each

In this week’s reading Beer discussed the importance of having the right book and selling the right book to your students. Choosing the right books to enhance instruction in the classroom is a significant part of reading comprehension (Fisher,2014). If we have the right books available, we can get students interested in reading. There were two resources discussed that can aid in locating the appropriate books such as an online book list and reviewed journals. If we as teachers take the time to survey our student, we can have books that are age appropriate and interesting to our students. Beer went on to discussed common characteristics that struggling readers look for in books such as short chapters, some illustrations, and plots with

Within the RtI model assessment refers to the collection of data through multiple methods such as behavioural incident reports, screening, nomination, formative assessments and functional behavioural assessments. These produce comprehensive quantitative and qualitative data that can be used to screen and identify students for social and behavioural problems and provide early intervention (Massey University, 2017; National Joint Committee on Learning Disabilities, 2011). Assessments are used to monitor the responsiveness to the interventions and determine whether a student is not responding to interventions (Hawken, Vincent, & Schumann, 2008).

After reviewing the classroom case study of Jeffrey the sixth grader, who has a reading learning disability. It is know that his science teacher Mr. Sterner’s shows his concern to the special education teacher about Jeffrey’s reading disability to pass his class and ask for some guidance.

It’s important for teachers to be able to have students practice appropriate behavior in the classroom. Linda Alston got in the habit of during lessons to get students attentions before they start to use inappropriate behavior and encourage others to do the same. “A way to give students the needed rehearsals is through the systematic use of forms for responding and discussing, strategically incorporating movement active, effective attention signals for procedural movements, and consistent collaborative group work”

With recent mandates from IDEA, students are required to have access to grade-level curriculum and in their least restrictive environment. There have many problems that the school system has faced regarding these mandates, such as lack of teachers. The solution to many of the issues involved with these mandates have been to include students with low-incidence disabilities into the general education classrooms. Shared reading is a popular means of including students in story read

1. Student’s need certain skills to gain information in the classroom setting. “Students who experience difficulty with reading have difficulty gaining information, and with accommodations, and modifications, they are unable to access the general education curriculum” (Beard, Carpenter & Johnston, 2011, p. 73). Therefore, teachers must work diligently to ensure that the proper accommodations and modifications are met in classroom so that the student is successful.

1995. Inspiring Discipline. Washington, D.C. NEA Professional Library, that “Effective teachers match different approaches to different problems”. Like for examples “The Undone-Work Response”. An undone-work response is a useful approach for reacting when students fail to do required work. A teacher using this strategy avoids a blaming response and instead aims to create a growth-producing response. This approach can be used whenever a student has not completed work on time. And, according to the Invention Central that “Misbehavior may occur when students are stuck on a work assignment and do not know how to quickly and appropriately request help without drawing undue attention to themselves. Teachers can address this problem by teaching the entire class how to request assistance in a non-disruptive way. A teacher may, for example, instruct students with questions during seatwork to post a help-signal and continue working on other assignments or approach a peer-helper for assistance”. This topic is about “a sampling of strategies that teachers can use either to head off or to provide consequences for low- to medium-level student misbehavior” This is about how teacher can give consequences for their students who’s being trouble into their class. This is prior to their occurrence of

As centuries have progressed, there have been many different opinions regarding classroom discipline and how to achieve the optimal learning environment. Teachers have individually found their comfort zones regarding the form of discipline that they enforce in their classroom. The most controversial form of disciplinary action throughout history is corporal punishment, such as paddling or hitting hands. Other forms of discipline typically used have been “writing off”, public shaming, and suspension. It is now believed that Student Oriented Discipline is most beneficial for the student, the teacher, and other classmates.

I focused my reading this week on the topic of disabilities in the classroom. I chose to do this as I witnessed such examples in Mrs. Low’s classroom this past week and then read the chapter from Educational Foundations. The first piece of advise from chapter six that really stuck out to me was how they noted that students do not all learn the same way, especially students with disabilities and other learning differences. The author made it clear that students with learning differences are common and it is not as difficult to help such children succeed academically, despite what was thought

In today’s society, there are numerous of disabilities that people struggle with on a daily bases. These disabilities have to be address in academic environment, especially for children. In an academic environment educators have to be able to identify intellectual disabilities, autism, multiple disabilities, and design a curriculum that will help develop their learning skills.” As a matter of policy and mandate, meaningful literacy education must be provided to and supported for all student” (Agran, p.89, 2011). No Child Left Behind act ensures that a child is given an education that will cultivate their learning, and that means that the educational system has to adapt to any child with or without a

While the routines and high-quality instruction work well in promoting positive and on-task behavior, there are still areas of this classroom’s behavior system that could be improved. In the event that a student does display inappropriate or unwanted behaviors, this classroom lacks the resources to make corrections in an informative way. While the classroom rules are posted in view of all students, they are not operationalized to tell a student the expected and appropriate behaviors. Currently, when a student engages in undesirable behavior their name is simply called out in front of

Students with learning disabilities in the K-12 school system create complicated learning circumstances for both students and teachers and is therefore a topic highly considered in the K-12 school environment in today’s society. Further, students with learning disabilities, who received some sort of special education, has increased throughout the past years from 4.7 million students in 1990-1991 (or 11 percent of the public school enrollment) to 6.7 million students in 2004-2005 (or 14 percent of the public school enrollment), which is a high percentage and therefore it is important to focus on how to help students with learning disabilities (National Center for Education Statistics, 2017). These statistics show an increase in students with learning disabilities in the K-12 school system, which is why it is important to consider an approach to create a better learning environment for students with learning disabilities. Students with learning disabilities need to be in an environment in which their opportunities can be as good as for those students who do not have learning disabilities, so that these students are equally prepared to continue their educational journey post K-12 schooling. Therefore, it is important that teachers learn more about learning disabilities in order to help students with such.

Learning disabilities affect approximately 36% of children in school, and if not properly accommodated it can have a severe impact on a student’s education. Students with learning disabilities have issues with learning skills such as reading, writing, listening, speaking, thinking, and doing math. It is much more difficult and takes more time for them to understand the content taught in the classroom. These students can often be overlooked and perceived as not trying hard enough in their studies, but that is not the case. These students will struggle in school if they are not given assistance and guidance in their education to overcome their learning disability. For a student with a learning disability, teachers and faculty members must work together to create a plan, include accommodation strategies into the classroom, and find resources to help the student succeed in school.

Reading is a basic skill that teachers emphasize early on in a student’s education. Some students are gifted at reading, often times choosing to dive into a good book rather than spend the afternoon playing with their friends on the playground, while other students may tend to struggle with the ability to stay focused, enjoy, and comprehend what they are reading. I was headed down the latter path, not knowing if I would ever be able to enjoy reading a good book. I was certain that this mindset would remain within me for the rest of my life; books did not like me, and I did not like them. Little did I know that stepping off of the school bus and into a new classroom on the first day of 4th grade would change this outlook, and I owe it all to a very special teacher whom I still admire to this day.