Summary Of Instruction And Response To Intensive Intervention Plan

Identification: Truxton Academy Charter School acknowledges that all students have both strengths and weaknesses in their learning styles. We understand that students who begin to struggle academically need quality instruction and intervention strategies immediately. We know that early intervention at the kindergarten and 1st grade levels as well as early intervention in the academic year at all grade levels is very important for students’ long-term academic success. (Burns, M. K., Griffiths, A., Parson, L. B., Tilly, W. D., & VanDerHayden, A. (2007). Response to intervention: Research for practice.

I am currently working in a title one school in the District of Broward County. In my school there are many interventions utilize through a number of materials and technology. For instance, I-ready is a reading and math online program that is utilized to build the students strength in areas they may fall weak in through enjoyable activities and games. I-Ready gives a pre, mid, and post test to assess the students strength and weakness in that particular subject (math or reading). In addition to I-Ready, we utilize Journey’s reading series that provides a tool kit for Tier 2 and 3 students. The tool kit has a great amount of comprehension strategies and graphic organizers that can be used to develop strength in reading comprehension. Furthermore,

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.

Reason for referral: Currently struggling to read fluently and apply content of text to correctly answer reading comprehension questions.

(Carta, Greenwood, Atwater, McConnell, Goldstein and Kaminski 2015) believe that using Response to Intervention (RTI) or the Multi-Tiered System of Support (MTSS) in preschool programs will begin to change the way children read in kindergarten and in the future. Their study set out to show the value of identifying and preventing learning problems early and the importance of individualized instruction in a preschool setting. Out of six hundred and fifty-nine children in sixty-five Pre-K classes in four different states, these individuals did a study of Tier 1 instruction involving Kansas City, Mo/KS; Columbus, OH; Eugene-Springfield, OR; and Minneapolis, MN.

-Assessing students, teaching reading skills to small groups of Kindergarten and 1st grade students, weekly data collection of progress and reporting to grade teacher and Principal of student improvement using Google Docs

This writer met with the patient to address her non-compliance with treatment, referring to her attendance to the cocaine group and her AWOLs. This writer explained to the patient about the purpose of the clinical intervention as the patient continues to test positive for cocaine, opiates, and fentanyl. The patient appeared to be surprised to learn about the fentanyl results in her UA's and believes that her "dope" could have been laced. The patient is aware of her non-compliance and made excuses by reporting that she tends to oversleep as she often times cannot hear her alarm from her cellphone. In addition, when the patient AWOL from the clinic, she tends to relapse and her most recent was relapse was on 5/29/2017-3 bags of heroin by inhalation.

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).

We have enrolled twenty remedial readers needing to achieve grade level reading and writing proficiencies in the 3rd and 4th-grade classes. The majority of the students from Inglewood Elementary enter our middle school tutoring program reading one to two years below grade

Elaine is a Board Certified Behaviour Analyst (BCBA) working in a geographically isolated area running Intensive Behavioural Intervention programs as a private business. Her clientele is mainly young children under the age of 10-years old with Autism Spectrum Disorder and Intellectual Developmental Disabilities.

Each year, teachers at St. Timothy School assess student need using a variety of tools that measure student learning styles, as well as reading levels and math proficiency. Using ongoing assessments in this manner provides teachers with immediate feedback on student progress and allows teachers to analyze the effectiveness of instruction, and make modifications where necessary. Teachers then rely on the resources available to either remediate and intervene to prevent student failure; or accelerate and provide additional challenge for students. This remediation and acceleration model is fluid, and allows flexibility in grouping students. It is possible that a student would be accelerated in some areas, need remediation in others, and be on grade-level for still others. The St. Timothy School instructional model provides for the ultimate in individualized instruction.

An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the

When developing the central focus for the learning segments I intentionally chose learning tasks that addressed students assess relating to the personal, cultural, and community background. The students in this urban school live in a very low socioeconomic community with a very diverse study population. My class is a third and fourth split. There are a total of 22 students 12 third graders and 10 fourth graders in with very different learning modality which requires different strategies and support in order to successfully meet their learning need. The small group of students participating in the learning segments is comprised of four students’ performing at similar reading level. One student on an Individualized Education Plan receiving learning resource services in both reading and math. The student is performing two grade levels below, students require visual aid and need to be seat in proximity of the teacher because of impulsivity and a tendency be off task and speak out in appropriate times. As per the students’ IEP all assessment questions instructional material is to be read to him aloud. There are three struggling readers in the group, one student is receiving additional reading instruction from the Title I reading program performing one full grade level below. The other two struggling reader do not receive any additional service are my homogeneous students’ reading at the same grade level. I paired these students’ together because they can support each other. My

When reflecting on the use of English to support EFI students presented in this study, it was necessary to consider the following question: what resources, supports and/or materials are required to successfully implement the proposed strategies in EFI? An action plan must be in place at the school level to systematically identify and provide intervention to the students who require it. Supports provided should be similar to supports given to students at risk for reading difficulties in the regular English program. Professional development (PD) was also identified as a necessary requirement for EFI educators looking to implement

The Intervention plan, written for the board of directors of Bank X, consists of two parts. The first part includes a diagnosis of information which define the core issues that should be addressed, and secondly provide a fitting intervention plan to guide Bank X into the right direction.