Response To Intervention Summary

This paper focuses on the Response to Intervention. As educators we are hearing RTI more frequently in the school districts than ever before. Many educators and state officials agree that all teachers should know and get to know the benefits and importance of RTI. The most crucial aspect to know is the RTI takes place into the regular childhood classroom; this is not something that just special education teachers need to know. This paper explains the purpose and a brief history of RTI. The paper offers ways that it is beneficial for school districts to implement this research based program. However, as in many systems there are always challenges, the paper briefly discusses some of the challenges that educators

In this case study, Miguel clearly shows difficulties in reading. The difficulties stated include: recognizing alphabet letters (alphabetic awareness), matching sounds to letters (letter-sound correspondence), telling sounds apart (sounding out), starting/ending sounds (sounding out), and remembering words quickly (sight word reading) (Meet Miguel, n.d.). In order to address these difficulties, the authors would approach this problem in a two pronged manner: 1) immediate bridge methods for learning, and 2) RTI approach.

The Effectiveness of Response to Intervention on Student Achievement in Mathematics and English in a Rural Kentucky High School

I found the article, Response to Intervention in Reading for English Language Learners to be quite interesting and informative. The article is well organized with headings and bullets for each topic. The

Response to Intervention (RTI) is an in school service program designed to guarantee that all students are getting a high quality education. Before students are referred for special education services, it is essential that they receive effective teaching designed to meet their own learning requirements. All students in public schools are required to be included in the RTI program.

Recently in the field of education, a great emphasis has been put on equal access to education and academic success in the school setting. With laws like No Child Left Behind supporting this belief, there has been an increase in academic accountability and success, especially for minority students, in the areas of reading and mathematics. The population of students is increasingly diverse and according to Sun, Nam, and Vanderwood (2010), the population of English Language Learners (ELLs) has increased significantly, representing 5.1 million students or 10% of the total public school enrollment (p. 1). In this population of ELL students 76% of students are performing below grade level in English reading, which is concerning as foundational literacy is important to academic success (Sun, Nam, & Vanderwood, 2010, p. 1). With the increasing demands of accountability and performance and the significant growth of ELL students, Response to Intervention (RTI) has been implemented to support students learning needs. Response to Intervention is a multi-tier approach, which provides struggling learners with interventions to increase learning. In regards to Response to Intervention and ELLs, there is not as much research as is present for the

“Of all forms of mental activity, the most difficult to induce even in the minds of the young, who may be presumed not to have lost their flexibility, is the art of handling the same bundle of data as before, but placing them in a new system of relations with one another by giving them a different framework, all of which virtually means putting on a different kind of thinking-cap for the moment. It is easy to teach anybody a new fact…but it needs light from heaven above to enable a teacher to break the old framework in which the student is accustomed to seeing.”

The aggressive government intervention incentive to reduce health and medical expenditures (CDC, 2015) is made possible through the embracement of diversity and inclusion in all of sub-minority populations (CDC, 2015). The associated between obesity and DHOH population is being implemented to increase medical knowledge as it relates to accessibility rights issues (Edmond et al., 2015; National Center for Deaf Health Research [NCDH], 2015). The NCDHR (2015), devoted much attention to the facilitation of educating the preventable causes of obesity through weight loss programs in the DHOH community of Rochester, New York. The Rochester, New York DHOH intervention study is one of the few current ongoing programs

(p=0.037) from baseline (p = 0.046), physical activity (TM > UC), and daily weight at 90 days (TM > UC, p = 0.0332).

The effectiveness in the intervention with Renee can best be evaluated through communication with involved parties, observation, and use of assessment tools. Since the intervention has many moving pieces, it is critical for the case manager to stay connected with the family and other services providers for regular updates and check-ins. Additionally, the use of assessment tools and home visits to observe the client can be effective. For instance, if the families counselor recommend new ways to address ineffective communication in the family, the case manager during a home visit could observe their interactions, and if necessary offer relevant feedback or support through role playing exercises.

As said before, despite extensive research and advances, many of leukemia patients undergo relapse and eventually die. The application of intensified therapeutic protocol in order to prevent from relapse leads to the long-term side effects. A virtually simple solution for these problems is full identifying of the effective and suitable prognostic factors. Some of the suggested prognostic factors are immunophenotype of disease, gender, the presence of certain translocations, and epigenetic. In the two next sections, these factors are described.

The results of the intervention can be seen in Figure 1 where the criterion for both behaviours was zero minutes during the intervention phase.

The performance of the all the students who participated in the intervention benefited when increasing their WPM. Nancy, Melisa and David all ended the intervention roughly around the same area of WPM. Although John was not at their reading level he did learn from listening and imitating his partners David’s reading. He was able to challenge himself by becoming motivated to read. Nancy being the ELL student did show a great improvement in her reading with the multiple opportunity to read the passage. In the beginning Melisa and David were performing below 2nd grade WPM expectations, they were able to increase their WPM with the intervention. Implementing an intervention that met the need of students who have different

Selection of the participants will be the existing fourth grade level reading class. The teacher researcher has a personal stake in her students’ academic success and identifies this class as the ideal population for this study because of their lower level reading ability. School wide parental consent was obtained prior to the implementation of the SRA Curriculum, therefore parental consent will carry over to this study. Each of the students were given the SRA direct instruction curriculum placement testing for reading in August 2017, and scored at the fourth-grade reading level. The students were also given the Kauffman Test of Academic Achievement, Second Edition, (KTEA II) in May. The KTEA provides a more precise level of achievement (e.g 4.2 meaning the second month of fourth grade). Therefore their scores from the reading comprehension subtest will also be considered for placement purposes as well as to determine overall achievement at the end of the intervention. The study will take place over one nine week marking period. The purpose of this study is to measure individual growth before, during, and after remediation utilizing the direct instruction curriculum. Due to the limited number of students available for this study, there will be one sample group of six

Classrooms are micro communities that demonstrate and communicate to learners the value of their belongingness to the community. When classrooms are poorly constructed to support student growth, it communicates that the student is not important nor is what is being taught for their life. Children by themselves cannot fail reading and writing skills. It is the value held that they simply were never given the opportunity. The human mind and the great potential of the mind to absorb and demonstrate its capabilities is too great and too vests to be limited to grading and tests scores as the singular vehicle of measurement. Also some children have delayed growth factors that promote the need for more time to learn the skills beyond a school’s grading periods. As result of the deconstructed learning environment, there is little academically charged energy or materials to motivate reading acquisition skills in a meaningful way. As a result of the initial review of the reading data, looking at significant factors and approaches to impacting low tests scores in the elementary grades, this study is undertaken to evaluate whether the use of a Constructivists Approach to developing a the reading program will significantly impact reading scores for elementary learners? By adopting the methods, approaches, and principles found in the Child Development Theory driven approach, it is the belief of this researcher that acquisition of reading skills will