The Response To Intervention Framework: Westside Elementary

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.

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 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:

Yes, its true sounds like it will help teachers out a lot, also early intervention is a wonderful program to assist younger students. Students are entitled to individualized program of instruction that focus on achieving success. The Early intervention service will assist students under the age of five years old it assists with identifying and placements for student that parents thank will have problems in school. So, I agree with you the problem should be resolved before students reach high school.

The purpose study was designed to examine the achievement of first-generation immigrant children in high-poverty elementary schools who received a school-based intervention. The intervention was designed to help schools to identify developmental strength and barriers to learning. In addition, it connected children to community and school supports to align with their strengths and needs. The participants were 667 first-generation immigrant children attending 8 high-poverty urban elementary schools. The study used a quasi-experimental design that manipulated school-level changes (presence or absence of the intervention) and had two hypotheses. First, immigrant children who attended schools when the intervention years would have higher achievement

The response to intervention (RtI) process is a multi-layered tier educational model in which students receive high-quality instruction according to their specific academic and behavioral needs through teacher-directed instruction (Cakiroglu, 2015). In many schools, how students with learning disabilities are identified for RtI is quickly becoming a debatable topic of interest. The typical process used to determine RtI eligibility is extensive; teachers must exercise fidelity in keeping accurate student records, maintaining open communication with parents, providing intensive interventions, and giving constant feedback to administrators (Werts, Carpenter, & Fewell, 2014).

Response to Intervention (RTI) monitors a student’s academic performances to place student’s in a level, or tier, based on his or hers intervention. RTI has three tiers that students are placed in. Tier 1 is where high quality instructions is provided to students. Tier 2 is where students who are struggling to learn receive additional small group intervention. Tier 3 is where intense, individualized instruction is provided for students who need greater support. Teachers must understand and use progress monitoring because students who do not show adequate academic progress may have a learning disability, or they may qualify for special education.

Response to intervention (RTI) was included in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA). Due to the fact that schools have quickly attempt to establish a method of service delivery fidelity of implementation of the RTI system has been a concern (Keller-Margulis, 2012).

This plan provides examples of a student who was pre-assessed with data thoroughly analyzed and used to create instructional goals and objectives. The teaching content was developed using the reading framework of vocabulary, reading and writing instruction while incorporating effective practices. Explicit lesson plans for each of the student’s lessons outlined appropriate instruction. Within those lessons, there were materials chosen that were relevant and engaging for the student based on the interest inventories that were conducted in the assessment case study. Instructional decisions were made based on formative assessments that occurred during lessons. Instructional monitoring was conducted to determine the progress after each lesson with changes in the lessons occurring as necessary. The student was frequently provided with praise, encouragement, and feedback. After the intervention period, post assessments were conducted in order to reveal results and analyzed to determine the degree of positive impact on student

The participants for this study will be children the age three to five year old who have ASD. There would be fifty children with ASD that would be included in this study. Half of the children will be girls and the other half will be boys who are all Caucasian. These children are middle class and are children that have language delays. I will recruit these participants by children that I work with and ask for permission for this study. I may also look at children in an educational setting who are in a daycare or preschool.

Assessment tools take on many forms within the school as well as individual classrooms. Assessments must be administered informal as well as formal in order to determine student needs, differentiate instruction, personalize learning and gauge the effectiveness of instruction. They can vary from a simple teacher observation to a standardized test that is given on a yearly basis (Vacca & Vacca, 2008). “Assessment goes hand in hand with teaching. It is an ongoing process that informs and guides instruction” (Tompkins, 2006). Assessment tools are an imperative part of reading instruction as it is used to determine if the goals of literacy instruction are being met for students. As a classroom teacher, I have the knowledge to choosing appropriate assessments and then administering them. As a result, I feel that I have successfully mastered IRA Standard 3.1 (637.1, 637.2, 637.4, and 644.1). The significance of appropriate assessment and use of the latest research based practices cannot be overstated in value to a school’s success with its literacy program. I have a working knowledge of assessment and its importance in differentiated instruction as well as a solid grasp of educational research and best practices. This is imperative to meet the diverse needs of all students. This ability demonstrates that I have successfully mastered IRA Standard 2.2 (643.1, 643.3, 636.2, and 64.1). When a teacher is able to integrate and manage both types formal and informal assessment tools, the

This paper is based on ten days of observation and collaboration at Fleming County High School. During my time there, I learned that Fleming County schools generally use the universal screener MAP or Measure of Academic Progress computer test to scientifically calculate an approximation of each student’s educational performance level. All students in grades 9-12 participate in the MAP testing for math, reading, and language. Students take the MAP test in the fall and spring of each academic year in order to ascertain their instructional level and measure academic growth. Each subject is tested for one hour and then the data is tabulated into RIT scores.

For this assignment I interviewed Ms. Stephanie Wissler, a math interventionist at the intermediate school, grades three through five. Ms. Wissler is in attendance at all Intervention Response Team (IRT) meetings, which is our SRBI program in Coventry. Additionally, for question number eight, which speaks to specific interventions in our school, I also reached out to the reading interventionist Ms. Margo Vachon to speak on behalf of the Reading Room in our school and Mrs. Laila Marvasti, School Social Worker. Below are the responses to each question as well as my personal reflection to each aspect.